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  Partner: UNT Libraries
 Department: College of Education
 Collection: UNT Theses and Dissertations
Accent and Grouping Structures in the String Quartets of Béla Bartók
The music of Béla Bartók is defined in part by its unique blend of rhythmic vitality and inventiveness, and his string quartets offer a glimpse into a consistency of technique evident throughout his compositional career. Bartók's rhythmic environments are primarily metrical, but many of his rhythmic configurations are placed in such a way as to potentially override established meter. It is necessary, therefore, to institute an analytical means by which the delineation and comparison of rhythmic structures both within and without the metrical context may be accomplished. An analytical method using Timepoint Accent Structures (TAS) allows for the comparison of rhythms resulting from patterns of accent produced by pitch onset, dynamic stress, articulation or any other accentual factors. Timepoint Grouping Structures (TGS) delineate the number of timepoints present in alternating groups/blocks in a texture, thereby allowing for the recognition of patterning created by these larger groups. By applying TAS and TGS analysis, relationships of rhythmic equivalency, rotation, retrograde, complementation, augmentation, diminution, subset, superset, exchange, compression and expansion are clearly confirmed in the string quartets. In addition, symmetrical structures and arithmetic progressions are discovered. In many ways, Bartók's rhythmic organization mimics his procedures of pitch structuring. digital.library.unt.edu/ark:/67531/metadc2820/
An Analysis of Criteria for Orientation in Public Junior Colleges as Perceived by Three Groups
The problem of this study was to analyze the perceptions held by the following three groups concerning orientation criteria for public junior colleges: (1) a random sample of authorities in the field of orientation, (2) a random sample of public junior college presidents, and (3) a random sample of orientation directors of public junior colleges. digital.library.unt.edu/ark:/67531/metadc164403/
An Analysis of Current Teacher Orientation Programs and Practices in Selected Texas Secondary Schools with Implications for Program Planning and Assessment
The problem with which this study deals is that of describing and analyzing current new teacher orientation programs and practices in selected Texas secondary schools. digital.library.unt.edu/ark:/67531/metadc164586/
An Analysis of Economic Understanding and Values of High School Seniors in a Large Metropolitan School District
The problem of this study was to analyze the economic understanding and values of high school seniors in a large metropolitan school district. To attack the problem, three purposes were formulated. The first purpose was to determine if students enrolled in a one-semester, elective course in economics differed significantly in terms of economic understanding from students enrolled in a comparable non-economic social studies course. Another purpose was to determine if an already existing value orientation had some effect on a change in economic understanding. The final purpose was to see if a change in a particular value orientation was related to a change in economic understanding. digital.library.unt.edu/ark:/67531/metadc164546/
An Analysis of Men's Physical Education Programs in Texas Baptist Colleges and a Comparison of Physical Education Programs in Texas Baptist Colleges with Selected Texas State Colleges and Universities
The problem was (1) an analysis of the physical education program for men in Texas Baptist colleges offering a baccalaureate degree with a major in the area of physical education, and (2) a comparison of physical education programs in Texas Baptist colleges with selected Texas state colleges and universities. digital.library.unt.edu/ark:/67531/metadc164451/
An analysis of sales people's perceptions of performance appraisal criteria at a telecommunications corporation.
The purpose of this study was to identify and analyze sales people's perceptions of performance appraisal criteria in a telecommunications corporation. The study was prompted by the perceived disillusionment of the sales people with the current performance appraisal criteria. The perceptions of 67 sales people were assessed using a questionnaire developed by the researcher. One-way analysis of variance procedures (ANOVA) were used to determine if there were statistically significant differences in premise and telemarketing sales people's perceptions of performance appraisal criteria. Findings indicated that there were no statistically significant difference in premise and telemarketing sales people's perceptions of the 38 performance appraisal criteria statements. Findings did not indicate a statistically significant difference in premise and telemarketing sales people's perceptions of the performance criteria statements, the attitude or satisfaction statements, and the peripheral issue statements. Based on this study, the sales people appear to have clear perceptions of the performance appraisal criteria. digital.library.unt.edu/ark:/67531/metadc3051/
An Analysis of Selected Characteristics of Persons Twenty-Five and Older Seeking Teacher Certification
The purposes of this study were (1) to describe the persons twenty-five and older entering the teacher education program and seeking certification, and (2) to compare the persons twenty-five and older with a "typical" group of persons under twenty-five with respect to (a) ability, as measured by the Cooperative School and College Ability Test, (b) factors for entering teaching, as measured by "Factors Influencing the Decision to Become a Teacher," (c) attitudes held toward teaching, as measured by the Kerlinger Education Attitude Scale, (d) professional aspirations, and (e) role expectations, as measured by the Teacher Practices. Questionnaire. digital.library.unt.edu/ark:/67531/metadc164390/
An Analysis of Self-actualizing Dimensions of Top and Middle Management Personnel
The purpose of the study was to examine categories of self-actualization and specific biographical and developmental factors from the data on 225 individuals selected from top and middle management by psychologists with Rohrer, Hibler and Replogle, international firm of management consultants. The investigation was designed to determine if differences existed for the two groups. digital.library.unt.edu/ark:/67531/metadc278449/
Analysis of special education compliance and special education funding in four Texas open-enrollment charter schools.
The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction. digital.library.unt.edu/ark:/67531/metadc4394/
An Analysis of the Per-Pupil Cost of a Nine-Month School Program vs. the 45-15 Continuous School Year Plan
The purposes of this investigation were (1) to examine the nine-month program and calculate a per-pupil cost, and (2) to evaluate a continuous-school-year program and calculate its per-pupil cost. digital.library.unt.edu/ark:/67531/metadc164604/
An Analysis of the Treatment of Work Modes in Elementary Basal and Supplementary Reading Textbooks
The purposes of this study are to (1) determine the extent of bias in elementary textbooks in terms of frequency of reference to various work modes, and (2) to determine if qualitative bias exists in the portrayal of work modes. digital.library.unt.edu/ark:/67531/metadc164601/
The Anatomy of Academic Dishonesty: Cognitive Development, Self-Concept, Neutralization Techniques, and Attitudes Toward Cheating
This study explored the relationship between cheating among university students and their cognitive developmental levels, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating. The purposes of this study were to investigate: (1) The relationships between academic dishonesty and each of the following overall independent variables: cognitive development, use of neutralization techniques, self-concept as a multifaceted cognitive construct, and attitude toward cheating, and (2) the reasons behind college student academic cheating behaviors. The study used data from anonymous, self-report surveys administered to undergraduate students in-class and at supplemental sessions. Student participation was voluntary. The study was correlational. The five hypotheses were: (1) Self-concept is significantly and negatively related to academic dishonesty; (2) Cognitive development is significantly and negatively related to academic dishonesty; (3) Attitude toward cheating is significantly and negatively related to academic dishonesty; (4) The use of neutralization techniques is significantly and positively related to academic dishonesty; (5) Cognitive development, self-concept, and attitude toward cheating will make significant contributions to the regression model for the dependent variables of academic dishonesty. The data supported the first, third, and fourth hypotheses. However, the second and fifth hypotheses were supported under certain conditions. The roles of cognitive development and self-concept in academic dishonesty represent major findings. digital.library.unt.edu/ark:/67531/metadc4641/
Argumentation Used in the Sex Education Issue in the Dallas Independent School District
The primary purpose of the study was to identify and describe the arguments used in the sex education controversy in the Dallas Independent School District. The issue was examined as a debate and as a social movement promoted and resisted by community rhetoricians. Arguments were elicited from interviews with rhetoricians on both sides of the issue. digital.library.unt.edu/ark:/67531/metadc278579/
The Arnspiger Value-Oriented Rationale and General Education for Student Self-Understanding and Continuous Self-Development
The problem of this study was to describe a conceptual design for general education with interdisciplinary qualities leading to student self-understanding and continuous self-development. This study emerged out of the need to gain some insight into the causes of decline and/or abandonment of general education programs during periods of social disorganization, and to determine whether a relationship.exists between mounting social problems and the more intense kinds of problems experienced by college-age youth during these periods. digital.library.unt.edu/ark:/67531/metadc278314/
Arousal Responses to Specific Structured Classroom Activities and Events as Determined by Cardiac Telemetry
The purposes of this study were (1) to determine the effects of specific structured classroom activities and events on the cardiac rates of students in the classroom, (2) to determine whether or not there was a detectable difference in the cardiac rates of students involved in structured classroom activities and events and cardiac rates of students not so involved, and (3) to determine the effects on the cardiac rates of students involved in two techniques of attaining student involvement and attention to a classroom discussion or topic. digital.library.unt.edu/ark:/67531/metadc164415/
Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities
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This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU). The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research. Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions. The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences. digital.library.unt.edu/ark:/67531/metadc2482/
Bias and Precision of the Squared Canonical Correlation Coefficient under Nonnormal Data Conditions
This dissertation: (a) investigated the degree to which the squared canonical correlation coefficient is biased in multivariate nonnormal distributions and (b) identified formulae that adjust the squared canonical correlation coefficient (Rc2) such that it most closely approximates the true population effect under normal and nonnormal data conditions. Five conditions were manipulated in a fully-crossed design to determine the degree of bias associated with Rc2: distribution shape, variable sets, sample size to variable ratios, and within- and between-set correlations. Very few of the condition combinations produced acceptable amounts of bias in Rc2, but those that did were all found with first function results. The sample size to variable ratio (n:v)was determined to have the greatest impact on the bias associated with the Rc2 for the first, second, and third functions. The variable set condition also affected the accuracy of Rc2, but for the second and third functions only. The kurtosis levels of the marginal distributions (b2), and the between- and within-set correlations demonstrated little or no impact on the bias associated with Rc2. Therefore, it is recommended that researchers use n:v ratios of at least 10:1 in canonical analyses, although greater n:v ratios have the potential to produce even less bias. Furthermore,because it was determined that b2 did not impact the accuracy of Rc2, one can be somewhat confident that, with marginal distributions possessing homogenous kurtosis levels ranging anywhere from -1 to 8, Rc2 will likely be as accurate as that resulting from a normal distribution. Because the majority of Rc2 estimates were extremely biased, it is recommended that all Rc2 effects, regardless of which function from which they result, be adjusted using an appropriate adjustment formula. If no rationale exists for the use of another formula, the Rozeboom-2 would likely be a safe choice given that it produced the greatest number of unbiased Rc2 estimates for the greatest number of condition combinations in this study. digital.library.unt.edu/ark:/67531/metadc5361/
Burnout Among Student Affairs Professionals at Metropolitan Universities
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The purpose of this study was to determine the level of burnout among student affairs professionals at the 52 U.S. member institutions of the Coalition of Urban and Metropolitan Universities. Packets containing the Maslach Burnout Inventory (MBI), the Moos Work Environment Scale (WES), and a demographic survey were mailed to 371 senior student affairs administrators at the member institutions, with a completed response rate of 58.22%. The senior student affairs administrators surveyed included the chief student affairs officers and the professional staff who reported to them. The research design employed t-tests, analyses of variance, and Pearson's Product Moment correlations. The scores obtained from the MBI and WES subscales were compared overall and along 9 independent variablestitle of position, size of institution, appointment, salary, years in current position, years in profession, age, gender, and highest degree attained. Average levels of burnout were found on each of the MBI subscores. Contrary to earlier studies, women did not suffer from statistically significant higher levels of burnout than men, and burnout levels decreased with age and years in the profession for both sexes. Lower scores on the MBI depersonalization subscale were found in employees in mid-career and in professionals from smaller schools. Emotional exhaustion was not a factor. Environmental factors relating to burnout and job satisfaction were also explored. Statistically significant differences on the WES were found on all of the independent variables except the years in the current position variable. The metropolitan environment may have been effective in reducing the amount of burnout felt by this group of student affairs professionals. The study underscored the need for continuing research in burnout for student affairs professionals and for continued professional development throughout the career span. digital.library.unt.edu/ark:/67531/metadc2835/
The Campus Ombudsman as Perceived by College and University Presidents, Vice-Presidents of Student Affairs, Study Body Presidents and Functioning Campus Ombudsmen
The purposes of this study are (1) to ascertain whether the implementation of a campus ombudsman is viewed differently by college and university presidents, vice-presidents of student affairs, and student body presidents, and (2) to determine whether the ombudsman concept itself is perceived differently by college and university presidents, vice-presidents of student affairs, student body presidents, and functioning campus ombudsmen. digital.library.unt.edu/ark:/67531/metadc164574/
Candidates' perception of training and self-efficacy in traditional and alternative teacher preparation programs.
This research was encouraged by the tremendous demand for teachers. Two million new teachers will be needed in the United States over the next decade. The teacher shortage has school administration, school boards, education agencies, and institutions of higher education investigating how to train and retain more teachers. Alternative certification programs have been developed to address the teacher shortage. This study examined the effectiveness of traditionally and alternatively certified teachers in two separate programs with regard to their self-efficacy, perception of their training, and their ExCET scores. Traditional candidates (10) and alternative candidates (74) were examined using survey research. According to this data on self-efficacy, perception of training, and ExCET passing rates, there is no significant difference between those teachers who receive traditional training and those who are trained in alternative certification programs. digital.library.unt.edu/ark:/67531/metadc4173/
A Case Study of Municipal Recreation Programs for Senior Citizens and the Handicapped
This investigation is concerned with determining the extent of involvement by fifteen Texas municipal parks and recreation departments in providing programs for senior citizens, the mentally retarded, the physically handicapped, and the emotionally disturbed. digital.library.unt.edu/ark:/67531/metadc164477/
Changes in Social Distance After the Inclusion of Spanish Instruction in a Fifth-grade Social Studies Unit
The problem of this study is concerned with the change in social distance to foreigners after the inclusion of Spanish language instruction in a four-week, fifth-grade social studies unit on Latin America. digital.library.unt.edu/ark:/67531/metadc164483/
Characteristics of preservice teachers learning parent involvement practices.
Numerous models of IS success and technology acceptance their extensions have been proposed and applied in empirical. This study continues this tradition and extends the body of knowledge on the topic of IS success by developing a more comprehensive model for measuring IS success and technology acceptance within a government organization. The proposed model builds upon three established IS success and technology acceptance frameworks namely the DeLone and McLean (2003), Venkatesh et al.'s (2003) unified theory of acceptance and use of technology (UTAUT), and Wixom and Todd (2005). The findings from this study provide not only a comprehensive IS success assessment model but also insights into whether and how IS success models are influenced by application variables as applied within a government organization. Exploratory factor analysis and confirmatory factor analysis were performed for instrument refinement and validity test of the existing and proposed models. Using data from employees of a local government municipal, the comprehensive model explained 32 percent variance. Four of the hypothesis were fully supported five were not supported, and four were partially supported. In addition, the results suggest that behavioral intention may not be the best predictor of technology acceptance in a mandatory environment. digital.library.unt.edu/ark:/67531/metadc9022/
Choice for All? Charter Schools and Students with Disabilities
In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well. digital.library.unt.edu/ark:/67531/metadc2905/
Comparative Analysis of Intensive Filial Therapy with Intensive Individual Play Therapy and Intensive Sibling Group Play Therapy with Child Witnesses of Domestic Violence
The purpose of this study was to determine the effectiveness of Intensive Filial Therapy in: (a) improving the self-concept of child witnesses of domestic violence; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety and depression, of child witnesses of domestic violence; (c) reducing externalizing behavior problems, such as aggression and delinquency, of child witnesses of domestic violence; (d) reducing overall behavior problems of child witnesses of domestic violence; and (e) increasing communication of empathy between mothers and child witnesses of domestic violence. A second objective of this study was to compare the effectiveness of Intensive Filial Therapy with Intensive Individual Play Therapy and Intensive Sibling Group Play Therapy with child witnesses of domestic violence. The experimental group consisted of 11 child witnesses of domestic violence whose mothers received 12 Intensive Filial Therapy training sessions within a three week period and had 12 mother-child play sessions. The Intensive Individual Play Therapy comparison group, consisting of 11 child witnesses, and the non-treatment control group, consisting of 11 child witnesses, were utilized from the Kot (1995) study. The Intensive Sibling Group Play Therapy comparison group was utilized from the Tyndall-Lind (1999) study. Children in all studies completed the Joseph Preschool and Primary Self-concept Screening Test and the Child Behavior Checklist. Mothers who received Intensive Filial Therapy training conducted pretest and posttest play sessions for the Measurement of Empathy in Adult-Child Interaction. Analyses of Covariance revealed the children in the experimental group significantly increased in self-concept, and significantly reduced overall behavior problems. A comparison of t-test scores of the pretests and posttests revealed mothers in the experimental group significantly increased communication of empathy to their children. digital.library.unt.edu/ark:/67531/metadc2696/
Comparative analysis of management and employee job satisfaction and policy perceptions.
The purpose of the study was to investigate the perceptions of job satisfaction as defined by management and nonmanagement employees and to compare both parties' perceptions of organizational benefits to a list prepared by the organization's benefit personnel. Turnover is costly to the organization, both in money and in the impact it has on those individuals remaining with the organization. Every effort should be undertaken to reduce the amount of turnover within the organization. A contributing factor leading to turnover may be a gap between what the employees believe is important to them and what management believes is important to the employees. The boundaries of the gap need to be identified before any effort can be made to reduce or bridge the gap. Once the boundaries are identified, policies can be analyzed and the possibility of reducing the gap investigated. Management as a whole must be aware of the needs and wants of their employees before any attempt to develop a retention strategy is undertaken. This knowledge can be acquired only through two-way communication with the employee. The communication process includes the simple process of asking employees for this information and then listening to how they respond. This study suggests that little difference exists in perception of job satisfaction importance for gender, age group, length of time with the organization, topic training hours, and between management and nonmanagement employees. However, perception gaps exist between the job satisfaction items addressed by organizational policies and procedures and those perceived by employees. Additional studies that include a number of varied organizations are needed before extensive generalizations can be made. digital.library.unt.edu/ark:/67531/metadc4239/
A Comparative Analysis of Social Alienation in Upper Elementary Student's Receiving Reading Instruction in Five Types of Environmental Settings
The problem of this study was to compare the social alienation of upper elementary students receiving reading instruction in five types of environmental settings. digital.library.unt.edu/ark:/67531/metadc164496/
A comparative analysis of the effectiveness of three different GED preparation programs
The purpose of this study was to identify effective instructional programs for GED tests preparation for students in a large suburban school district. Three different nonrandom, unequal naturally occurring instructional groups at three different locations were examined. One group participated in a traditional instruction program, a second group in a test/retest program, and a third group in a computer-assisted program. The demographics of the district population, the GED population, and the individual study groups were catalogued and analyzed. The demographics of the GED population were similar to the district population but different from the GED passers. Student characteristics did affect GED success. Both quantitative and qualitative data were gathered. Random students in each of the three groups were interviewed about their experiences in GED preparation using a questionnaire. Quantitative data were analyzed using frequencies, means, correlations, and a multiple regression analysis. Since the GED credential is an alternative to the high school diploma, its use as a dropout alternative is important to every school district. The study found that instructional methods had little impact on students' success in receiving the GED credential. The overall success rate of students was low in each group. The student's reading achievement score, GPA, and IQ score were predictors of GED tests success. Little research has been done in the area of GED instruction; perhaps this lack of work is due to the known limited effectiveness of GED preparation. Districts hoping to build effective GED programs should screen students prior to admission to a GED program. High school GED instruction seems to be effective for students likely to be successful in the regular school setting but in need of an immediate credential because of pregnancy or parenting or the need to work full-time or the desire to begin college study. Districts should also design programs to help disenfranchised students in the regular program remain in school. digital.library.unt.edu/ark:/67531/metadc2805/
A comparative analysis of traditional versus block and accelerated block scheduled high schools over an eight-year period in a large urban school district
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 district has twelve regular high schools serving students in grades nine through twelve. All twelve regular high schools were included in this study. The indicators were analyzed using SPSS multivariate and univariate analysis to compare the means, regression line slopes, and regression line intercepts for each type of schedule: traditional only, traditional prior to A/B block change, traditional prior to accelerated block change, A/B block, and accelerated block. The regression line, slopes, and intercepts were based on separate regression analysis where a school year was used to predict the AEIS indicators for each type of schedule. With the exception of graduation rate, significant difference was found for all dependent variables. digital.library.unt.edu/ark:/67531/metadc2883/
A Comparative Study of Freshmen Students in a Selected Multicampus Junior College District
The problem of this study was to compare freshmen students in a selected multicampus junior college district with respect to attitudes, activities, vocational, and educational plans. digital.library.unt.edu/ark:/67531/metadc164465/
A Comparison of a Teacher-Directed Approach and a Traditional Approach to Production Work in Beginning Typewriting in High School
This investigation compares the effectiveness of two methods of teaching production work in beginning typewriting. One method is defined as the traditional approach, which adheres to suggestions and materials for teaching found in current typewriting textbooks. Students are paced, drilled, and timed on straight copy to build speed and accuracy, but not on production work; they usually type from perfectly arranged copy; and they circle their errors for at least half the course. The other method, developed at North Texas State University by Payne and Anderson, is defined as the teacher-directed approach. Students are intensively paced, drilled, and timed by the teacher on short, simple jobs or parts of jobs; they usually type from unarranged copy; they learn to erase errors on production work during the first production unit; and they are evaluated on the basis of the number of mailable items produced during a specific time period. digital.library.unt.edu/ark:/67531/metadc164610/
The Comparison of a Team/Group Dynamics Training Model with a Team/Traditional Training Model within Leadership Training Workshops
This study was conducted to compare two different approaches to leadership training workshops—a team/group dynamics training model with a team/traditional training model—with regard to the changes in tolerance, open-mindedness, flexibility, adaptability, and cooperativeness of the participants in the group dynamics model. digital.library.unt.edu/ark:/67531/metadc164507/
A Comparison of Change Toward Self-actualization in Marathon Group Counseling and Traditional Group Counseling
This study was conducted to assess the effectiveness of marathon group counseling and traditional group counseling in producing certain growth changes in their particular group members. The purpose of this study was to compare the relative effectiveness of these two group counseling methods and their relationship in producing changes in self-actualization, self-concept, and level of dogmatism. digital.library.unt.edu/ark:/67531/metadc164484/
A comparison of five robust regression methods with ordinary least squares: relative efficiency, bias and test of the null hypothesis
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A Monte Carlo simulation was used to generate data for a comparison of five robust regression estimation methods with ordinary least squares (OLS) under 36 different outlier data configurations. Two of the robust estimators, Least Absolute Value (LAV) estimation and MM estimation, are commercially available. Three authormodified variations on MM were also included (MM1, MM2, and MM3). Design parameters that were varied include sample size (n=60 and n=180), number of independent predictor variables (2, 3 and 6), outlier density (0%, 5% and 15%) and outlier location (2x,2y s, 8x8y s, 4x,8y s and 8x,4y s). Criteria on which the regression methods were measured are relative efficiency, bias and a test of the null hypothesis. Results indicated that MM2 was the best performing robust estimator on relative efficiency. The best performing estimator on bias was MM1. The best performing regression method on the test of the null hypothesis was MM2. Overall, the MM-type robust regression methods outperformed OLS and LAV on relative efficiency, bias, and the test of the null hypothesis. digital.library.unt.edu/ark:/67531/metadc5808/
A Comparison of Four Selected Programs of Physical Education upon Physical Fitness and General Motor Ability
The problem of this study was the comparison of the effectiveness of four selected programs of physical education in the development of physical fitness and general motor ability. digital.library.unt.edu/ark:/67531/metadc164439/
A Comparison of IRT and Rasch Procedures in a Mixed-Item Format Test
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 format tests. Generally, tests with 100% of the items scored polytomously produced the highest overall information. This seemed to be especially true for examinees with lower ability estimates. Optimality comparisons were made between IRT and Rasch procedures based on standard error rates for the ability estimates, marginal reliabilities and fit indices (-2LL). The only significant differences reported involved the standard error rates for both the IRT and Rasch procedures. This result must be viewed in light of the fact that the effect size reported was negligible. Optimality was found to be highest when longer tests and higher proportions of polytomous scoring were applied. Some indications were given that IRT procedures may produce slightly improved results in gathering available test information. Overall, significant differences were not found between the IRT and Rasch procedures when analyzing the mixed item format tests. Further research should be conducted in the areas of test difficulty, examinee test scores, and automated partial-credit scoring along with a comparison to other traditional psychometric measures and how they address challenges related to the mixed item format tests. digital.library.unt.edu/ark:/67531/metadc4316/
A Comparison of Small Study Groups and Traditional Classes on Acquaintance Volume, Reported Problems, and Academic Achievement
The problem of this study was to determine the effect of a small-study-group method of teaching on the achievement, acquaintance volume, reported problems, and willingness to discuss problems of college students enrolled in Introduction to Psychology classes. digital.library.unt.edu/ark:/67531/metadc164495/
A Comparison of Success in Academic Foundation College Courses between Students Presenting High School Credits in Practical Arts Courses and Those with Credits in Academic Courses
This study investigated the relationship of high school curriculum to performance in academic foundation college courses. The purposes of the study were twofold: First, to study the relationship of a practical arts high school curriculum as opposed to a college preparatory high school curriculum to performance in academic foundation college courses. Second, to analyze this relationship and its implications for high school students, parents, teachers, and counselors. digital.library.unt.edu/ark:/67531/metadc164456/
A Comparison of the Desirability and Feasibility of Accountability Measures as Perceived by Public School Administrators and Teachers
This study had three main purposes. The first was to determine the perceptions of public school administrators toward desirability and toward feasibility of accountability items. The second was to determine the perceptions of public school teachers toward desirability and toward feasibility of accountability items. The third was to compare the perceptions of administrators with those of teachers and to indicate areas where they seemed to be in agreement or disagreement. digital.library.unt.edu/ark:/67531/metadc279032/
A Comparison of the Effects of Four Micro-teaching Environments on Fourth-grade Pupils' Coping Behavior and Verbal Response
The purpose of this study was to compare the effects of four micro-teaching environments on fourth-grade pupils' coping behavior and verbal response and to determine if one micro-teaching environment is more appropriate than another. digital.library.unt.edu/ark:/67531/metadc278843/
A Comparison of Three Different Presentations of Reading Material Presented to Fifth-Grade Children
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. digital.library.unt.edu/ark:/67531/metadc164438/
A Comparison of Two Approaches Designed to Improve the Computational Skills of Pupils in Grades Five and Seven
The purposes of this study were 1) to determine the effect upon the arithmetic computation, concepts, and application skills of pupils when the regular instructional program in arithmetic at the fifth- and seventh-grade levels was supplemented with the Cyclo-Teacher (2) programmed materials; 2) to determine the effect upon the arithmetic computation, concepts, and application skills of pupils when the regular instructional program in arithmetic at the fifth- and seventh-grade levels was supplemented with the Mental Computation (6) materials. digital.library.unt.edu/ark:/67531/metadc164593/
A Comparison of Two Methods of Teaching Life Career Planning to Junior High School Students
The problem of this study was a comparison of two methods of teaching life career planning to junior high school students. In this study, the experimental group was taught by means of the Life Career game, and the control group was taught by a teacher-directed technique using more traditional methods and materials. digital.library.unt.edu/ark:/67531/metadc164482/
A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children With Adjustment Problems
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 13 children experiencing adjustment problems, received no play therapy intervention over a 12 week period. An Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses and one subscale hypothesis examining the effectiveness of individual play therapy versus the wait list control group. Specifically, children with adjustment problems in the experimental group exhibited a significant reduction in total behavior problems and a significant reduction in externalizing behavior problems as measured by the Child Behavior Checklist-Parent Form (CBCL). Additionally, an Analysis of Covariance revealed significant findings in 1 of the 6 hypotheses examining the comparison of the effectiveness of individual play therapy versus the group play therapy comparison group from McGuire (1999). Individual play therapy was significantly more effective than group play therapy in helping children maintain an acceptable level of classroom behaviors as perceived by teachers on the Early Childhood Behavior Scale (ECBS). digital.library.unt.edu/ark:/67531/metadc2504/
Comparisons of Improvement-Over-Chance Effect Sizes for Two Groups Under Variance Heterogeneity and Prior Probabilities
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. digital.library.unt.edu/ark:/67531/metadc4242/
Computer supported collaboration: Is the transfer of cognitive structures mediated by mode of communication?
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 structures among group members. Researchers, collaborative system designers, organizational leaders, trainers & educators, and frequent collaborative technology system end-users should be aware of these potential affects. Suggestions for future research are provided. Relationship of theoretical foundations of structural transfer to constructivism is discussed. digital.library.unt.edu/ark:/67531/metadc3162/
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
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 ( r = .81) with LRNI. Finally, a correlational analysis was conducted between the Broad Cognitive Ability (BCA) scale from the WJTCA-R and the General Memory Index (GENI) from the WRAML. A high positive correlation ( r = .87) was found between these most global measures from the two batteries. The observed correlation between BCA and GENI was much higher than anticipated. The author concluded that neurological impairment had affected subject memory and intellectual functioning in similar ways. The results do not generalize to children who have not had similar decrements in cognitive functioning. Future research should establish a baseline correlation between the two instruments with a non-impaired population. digital.library.unt.edu/ark:/67531/metadc2700/
Constructing transformative experiences through problem posing in a high school English research project.
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. digital.library.unt.edu/ark:/67531/metadc9919/
A Correlational Analysis of Client Change In Sheltered Workshops with Selected Characteristics of the Client, Vocational Rehabilitation Counselor and Workshop Supervisor
This investigation was designed to assess the amount of attitudinal change experienced by the client and certain selected characteristics of the client, his vocational rehabilitation counselor, immediate workshop supervisor and his sheltered workshop. digital.library.unt.edu/ark:/67531/metadc279121/
The Current Status of High School Mathematics Programs in North Central Texas as Related to Selected Factors
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. digital.library.unt.edu/ark:/67531/metadc164408/
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