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Using Ordering Theory to Establish Student Knowledge Levels: The problem under investigation in this research is the development of a general approach that will establish a students knowledge level so that the student's learning can be optimized by beginning it at the most effective point. In preparation for this study, an active test with an acceptable CT3 homogeneity index was found. Two computer programs, RightOrder and MathTest, were written in Visual Basic. The latter administers the test, producing a file or responses that serves as input for the former, which performs the calculations and matrix manipulation necessary to determine the CT3 of a set of test items and construct a difficulty strata scale. The test was administered twice to the same population, the first time in the original item order. In the second administration, one item from each successive level of difficulty, beginning with the easiest, was given until the respondent answered incorrectly. Then all the remaining items were presented in order of difficulty, beginning with the easiest. The three hypothesis of this study are (a) the difficulty strata scale generated from the computerized retest, using a z-score to be determined as critical value, is congruent with that derived from the analysis done on the data of the first application of the computerized test, (b) the time spent to establish the knowledge level is shorter than the time spent taking the full test, and (c) the test, reordered according to ordering theory principles, is an accurate method of establishing a student's knowledge level.
The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students: The problem in this study was to determine the relationship between the scores on the three parts (reading, writing, and mathematics) of the Texas Assessment of Academic Skills Test (TAAS) and the academic success of first-year students at Clarendon College, Clarendon, Texas. High school grade-point average and gender were also included in the study. The purpose of the study was to develop an equation to predict first-year college grade-point average at Clarendon College . The predictor variables were the three parts of the TAAS Test (reading, writing, and mathematics) , high school grade-point average, and gender. The equation was developed through multiple correlation/multiple regression multivariate procedures. All statistical analyses were calculated through sub-programs of the Statistical Package for the Social Sciences (SPSS). The study was limited to using only 1992/1993 Texas high school graduates who had entered Clarendon College in the fall semesters of 1992 and 1993 directly following high school graduation. A search of Clarendon College records produced 115 students from these groups who fully met all standards defined for the study. Two predictor equations were developed. One developed through a simple regression command included all five predictor variables. The second equation was produced through a stepwise procedure. This equation included only high school grade-point average and the mathematics score from the TAAS Test. The variables TAAS reading, TAAS writing, and gender were not found to be significant when used in conjunction with the other predictor variables. The strength of each predictor variable was evaluated using students from the freshman class of 1994-95 at Clarendon College. Each of these students met the same basic standards used to establish the prediction equations. The two prediction equations were found to be equal in predictive strength. There was less than one percent difference in the variance accounted for between the two equations. …
An Experimental Investigation on the Effects of Learning Style and Presentation Methods on Knowledge Acquisition in a University Classroom Environment: The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.
A Comparison of a Computer-Administered Test and a Paper and Pencil Test Using Normally Achieving and Mathematically Disabled Young Children: This study investigated whether a computer-administered mathematics test can provide equivalent results for normal and mathematically disabled students while retaining similar psychometric characteristics of an equivalent paper and pencil version of the test. The overall purpose of the study was twofold. First, the viability of using computer administered assessment with elementary school children was examined. Second, by investigating items on the computer administered mathematics test for potential bias between normally achieving and mathematically disabled populations, it was possible to determine whether certain mathematical concepts consistently distinguish between the two ability groups.
Strategic Planning for Texas Community Colleges: Over the past three to four decades the community college has experienced some tremendous periods of growth and success. Much of this has been due to a growing economy and a growing population. However, the future of the community college may be in for some changes. The effects these changes are having can mean opportunity or disaster depending on the readiness of the institution. The change occurring today requires future insight, swifter action, and a proactive response. Community colleges cannot afford to leave planning for crisis situations. A proactive stance must be taken and tough questions must be asked. In 1991 the Seventy-second Texas Legislature tasked the Legislative Budget Board of Texas with the assignment of developing a long-range strategic plan for state government based on individual agency plans. The passing of House Bill No. 2009 required that all agencies of Texas State Government, including community colleges, develop a strategic plan. The purpose of this study was to determine the significance of certain independent variables towards the perceived importance of three dependent variables - statements of purpose, statements of direction and statements of impact - found in the Legislative Budget Board Strategic Planning Template. Research shows that there are a number of planning paradigms which contain some form of strategic planning. Independent variables such as administrative levels of involvement, levels of experience, levels of strategic planning training, and college location could all be significant factors in determining the success of strategic planning. The results of this study may provide community colleges in Texas with information for better understanding characteristics influencing strategic planning, for identifying strategic planning program barriers, and for evaluating strategic planning program models and outcomes throughout the state.
Using regression analysis to investigate relationships of ASVAB selector composites to end-of-course grades for students in aircraft maintenance training programs in the Air Force: Aircraft maintenance training programs in the Air Force have evolved from an almost exclusively mechanical orientation to one that is largely electronic. The Armed Services Vocational Aptitude Battery (ASVAB) with its four selector composites (Mechanical, Administration, General, and Electronic) has been in use for over 20 years. The mechanical (M) composite score is used to identify those who will be trained in aircraft maintenance.
A Student Environment Model: a Measure of Institutional Effectiveness: In a rapidly changing environment of growing competition for limited resources and ever increasing operational costs, institutions of higher education must focus on all aspects of the organizational functions to insure institutional effectiveness and the maximization of student success. This study will use a Student Environment Model (SEM) to assess students' perception of their college environment outside of the formal classroom at a unique two year technical college. The information obtained is used by the administration of Texas State Technical College Waco (TSTCW) to make appropriate adjustments in programs, services, or policies when the student data indicates that change or improvement is needed. While the SEM provides an indication of the students' "image" of the college environment, it can also provide indicators of areas which need improvement or require change. Applying the SEM information to decision making, problem solving, and planning will allow the institution and its people to move toward higher productivity and continuous quality improvement.
The Effect of Giving Class Time for Reading on the Reading Achievement of Fourth Graders and the Effect of Using a Computer-Based Reading Management Program on the Reading Achievement of Fifth Graders: This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.
Prediction of Achievement Scores for Adult Learners Using the Productivity Environmental Preference Survey (PEPS): an Exploratory Study: This study attempted to determine, given an individual's learning environment preference as determined by Alone/Peer Oriented scale of the Productivity Environmental Preference Survey (PEPS), if achievement scores could be predicted when given either an individual or a peer-group teaching environment. Participants were graduate students (n = 18) enrolled in a graduate course.
Predicting Workers' Compensation Claims and On-the-Job Injuries Using Four Psychological Measures: This study assessed the predictive validity of four independent factors (Rotter Locus of Control Scale, Safety Locus of Control, Organizational Attribution Style Questionnaire, and Rosenburg Self-Esteem Scale) in the establishment of a measure of safety consciousness in predicting on-the-job injuries and the filing of workers' compensation claims. A 125-item questionnaire was designed and administered to assess participants' disposition on each of the four psychological dimensions, demographic data and on-the-job injury information.
The Effects of Computer-Assisted Instruction on the Achievements and Attitudes of Private Postsecondary Vocational-Technical Students in a Supplementary English Course in Thailand: The purpose of the study was to determine the effects of normal instruction supplemented by the computer-assisted instruction English program Grammar Game on achievement and attitude scores of vocational-technical students in Thailand. The experimental design was a 2 x 2 factorial ANOVA design. One hundred seventy-eight students at the Lanna Polytechnical College in Thailand were randomly selected from the population of 10 classrooms. Four classes were intact groups, with two classes randomly assigned to the experimental groups which received Lecture/CAI and the other two as control groups which received Lecture. The 89 students in each group were divided into high- and low- ability, based on their previous English scores. Subjects received treatment for nine weeks. Pre-test and post-test instruments on achievement and attitude were administered to both groups. The Statistical Analysis System (SAS), and the General Linear Model (GLM) package computer program yielded the MANOVA results. Based on data analysis, the findings were as follows: (1) There was a significant difference between the students in a Lecture/CAI English program and the students in a Lecture English program when they were compared simultaneously on the achievement and attitude scores, F(l, 176) = 18.97, p < .05. (2) There was no significant interaction between the types of teaching methods and levels of ability when achievement was used as the dependent variable, F(l, 174) = .48, p > .05. (3) There was no significant interaction between the types of teaching methods and levels of ability when attitude was used as the dependent variable, F(l, 174) = .06, p > .05. The conclusion was that normal instruction supplemented by CAI improved achievement and attitude scores. On the other hand, the effect of two types of methods on achievement remained the same for high- and low-ability students and so did the effect of two types …
An Investigation of School Administrator Personality Type and Gender to Leader Effectiveness, Flexibility, and Years of Experience: The purpose of this study was to determine if there was a relationship between four selected personality categories as measured by Myers-Briggs Type Indicator® (MBTI) and gender to leader effectiveness and flexibility as measured by Leader Behavior Analysis II Self-A® (LBAII Self-A) and years of experience in school administration. A review of literature traced leadership to the Situational Leadership II model utilized in this study. The model was based on selecting the appropriate leadership style for the individual situation and development level of followers. MBTI® measured sixteen combinations of four personality types which included Extravert® or Introvert, Sensing or iNtuitive®, Thinking or Feeling, and Judging or Perceiving. Four types were selected for this study (ISTJ, ESTJ, INTP, and ESFJ). The LBAII Self-A® instrument measured leader effectiveness and flexibility. The sample was 80 Texas school administrators in eleven school districts. Statistics utilized to test the hypotheses included Hotelling's T2, Multiple Analysis of Variance, Analysis of Variance, and Multiple Regression. Independent variables were gender and personality type. Dependent variables were leader effectiveness, flexibility, and years of experience in school administration. Findings reported a significant difference in leader effectiveness scores of the ESTJ personality type. Additionally, Judging/Perceiving was a significant predictor of years of experience of school administrators. In conclusion, a significant difference was found in leader effectiveness scores which showed that ESTJ personality types had higher scores. Another significant finding was Judging/ Perceiving as a predictor of years of administrative experience. As years of experience increased, Judging (preference for order) increased as a personality variable rather than Perceiving (preference for spontaneity). It was recommended that MBTI® and LBAII® be administered to school administrators as part of pre-service leadership training and for ongoing staff development. These instruments can be utilized as tools to help administrators understand personality type and effective leadership practices.
An Investigation of Selected Factors Affecting Automotive Service Excellence Test Outcome and Job Placement Rate: Under investigation in this study was the effect of ASE certification of automotive technician training programs and other selected factors on ASE test outcome and job placement rate. This research ponders whether the time and money invested in certifying technician training programs is returning desired improvements in this automobile manufacturer's dealer service staff. The study focussed on technicians employed at Chrysler dealerships around the United States. The 2 samples totalling 387 males between the ages of 22 and 30 were drawn from 1,007 graduates of automotive technician training programs. Technicians that completed a formal training program beyond the high school level certified by the National Institute for Automotive Service Excellence (ASE) were compared to others whose training was not certified by ASE. Comparisons were made on the basis of ASE Automobile Technician Test scores and on the length of time from training program completion to employment. This research sought to identify the significance of association between three main predictors - the status of training program ASE certification, work experience and year of training program completion - and the most desirable levels of ASE test outcome (at or above 90% on the ASE test) and job placement rate (immediately following completion of training). The logistic regression procedure in SAS was used to analyze categorical data in testing the statistical hypotheses. Resulting odds ratios provided indications of significant associations between ASE program certification, technician experience and year of program completion and each of the dependent variables, ASE test outcome and job placement rate. The findings indicated that ASE automotive training program certification status was a significant predictor of ASE test outcome and of job placement rate. Recommendations for further study suggest a look at how technician skill levels affect implementation of the Clean Air Act or dependency on foreign sources of fuel, …
Assessment of the Perceived Competencies Possessed by Women Administrators in Vocational Education at Community Colleges in Texas: The need for a high-quality workforce to meet increased competition in the world economy has increased the need for competent vocational administrators in public 2-year postsecondary institutions. Researchers have agreed that vocational education is in a state of metamorphosis and must change to meet its challenges in the coming century. At the same time, more women are seeking and obtaining vocational administrative positions. Several studies have been done to identify the competencies needed by vocational administrators to perform their duties, but there has been little research on the actual ability to perform the administrative tasks identified by these studies. Two main purposes of this study are: (a) to determine the perceived level of administrative competencies possessed by women administrators in vocational education at the community college level in Texas; (b) to determine the adequacy of the preservice training received by these administrators to perform their administrative functions. Of the 175 women administrators randomly selected to participate in the study, 71% completed the Administrator Task Inventory. In addition to the descriptive statistics, two multiple regression analyses were tested. First, principal component analysis was used to reduce the number of dependent variables from 11 to 2, after which two multiple regression analyses were used to test the relationship between the two component scores identified as management-skills factors and educational-skills factors and the four independent variables of level of education, number of years of teaching vocational subject, number of years of vocational administrative experience, and level of vocational professional organization involvement. The results indicate that the women administrators possess the competencies needed to perform their tasks, but one fourth of the administrators need better preservice and/or inservice training on at least 7 of 11 competency categories studied. The results also show that a negative relationship exists between the number of years of teaching …
Impact of Training on the Information Technology Attitudes of University Faculty: The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.
The Effect of Study Skills Training Intervention on United States Air Force Aeromedical Apprentices: The study examined the effects of a study skills training intervention course on U.S. Air Force Aeromedical Apprentices with five main purposes. The first was to examine the relationship between study skills training and the number of times students required academic interventions outside of normal class time. The second purpose was to examine the relationship between study skills training and end of course averages. The third was to determine the relationship between study skills training and the amount of additional instruction, measured in time, students required. The fourth purpose examined the relationship between study skills training and graduation rates. The final purpose was to recommend areas for further research.
A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program: The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Scale, official school attendance records, official school transcripts, and the school's discipline records book. The at-risk population was identified from the use of an at-risk indicator scale. After random placement into either the control or experimental groups the samples were divided and analyzed according to grade and gender. The study was conducted over a 12 week period and included students from the Memphis, Michigan School District in grades six through nine. Data were analyzed by the independent means t test at the .05 level. The experimental group means were further analyzed for practical significance and for directional improvement. A series of tables provides a comparison of scores for all students participating in the study. For students participating in the experimental group three of the four indicators, self-esteem, days absent from school, and grade point average had a statistically significant difference in mean scores. The majority of mean scores moved in a direction of improvement indicating enrollment in the treatment had a positive influence on the at-risk indicators. Most scores that did not show a statistically significant difference in means did report a high level of practical significance that was a result of being enrolled in the academic support program.
Impact of Locus of Control and Incentives on Team Performance and Job Satisfaction: With the growing use of teams in organizations and schools there is a need to better understand the individual differences of employees that might potentially increase performance and improve attitudes. The purpose of this study was to assess the impact of locus of control, which was the individual difference of interest in this study, and incentives on team performance and job satisfaction.
The Effect of Test Anxiety Reduction Intervention on United States Air Force Allied Health Care Students: This study examined the effects of test anxiety reduction strategies on U.S. Air Force allied health care students and had a fourfold purpose. The first was to estimate the extent of student test anxiety in allied health care students. The second was to determine the predictors of student test anxiety. The third was to determine if the Student Learning Center provides an effective method of reducing test anxiety in the subjects. The final purpose was to recommend areas for future research.
Prediction of High School Dropouts and Teen-Aged Parents from Student Permanent Records: Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.
The relationship between the reasons for participation in continuing professional education and the leader effectiveness of first-line supervisors.: This research examined the reasons for participation in continuing professional education (CPE) and the predictive relationship of those motivational reasons to the perceived leadership effectiveness of first-line supervisors. For this study, 105 first-line supervisors were surveyed from four electric utility companies. Input was also collected from each supervisor's subordinate employees. Using the five motivational reasons for participation, collected via the Participation Reasons Scale and the effectiveness score collected using the Leader Behavior Analysis II®, regression techniques were used to asses the data. The five participation reasons of the PRS were regressed individually against the effectiveness scores to determine the extent to which leader effectiveness could be predicted by the participation reasons. In each case, the null hypothesis failed to be rejected. Regression of the five PRS reasons collectively on leader effectiveness also failed to reject the null, producing a p value of .800 and an R2 value of .023. An "all possible subsets" regression was conducted to determine whether a smaller subset of the five predictor variables might improve the predictive value of the participation reasons. No subset improved the predictive value. This study concludes that motivation to participate in CPE does not predict leader effectiveness. Thus, training organizations do not need to attempt to determine leader effectiveness based on underlying reasons individuals are motivated to participate, but rather should focus on the more traditional aspects of determining effectiveness most often associated with rigorous training evaluation processes. This study focused on the job role of first-line supervisor. Future research could be performed using: (a) populations of individuals from other traditional job roles including front-line employees (both unionized and non-unionized), mid-level managers, and executives; (b) leaders with and without prior training in situational leadership; and (c) effectiveness measure over time (i.e., a time-series method).
Regional airline qualifications: A study in the marketability of higher education graduates.: The recent emergence and growth of the regional airlines in the United States has placed a strain on the supply of pilots that are needed for staffing scheduled flights. This present pilot shortage is presenting challenges for 2-year colleges and 4-year universities with aviation programs to produce more pilot graduates in less time to meet the staffing demands made by the regional airlines. With this shortage, the pressing issues of how to train and hire qualified pilots to fly technologically advanced regional airline jet aircraft have forced the industry to demand more aviation skills from a shrinking market of aviation pilot candidates. Colleges and universities with aviation programs have been forced to compete with outside private aviation schools on a larger scale in the training of collegiate students for airline employment opportunities. The primary purpose of this study was to expose any inadequacies in the higher-education aviation curricula and to propose changes needed to better qualify aviation students in the hiring process at regional air carriers. This study concentrated on the principle that higher education is necessary for advancing a pilot's aptitudes and abilities to perform the highly technical tasks of a professional pilot in a regional airline environment. The avenues of obtaining aviation experience along with flight certificates and ratings in an academic environment from 2-year colleges and 4-year universities with aviation programs is examined, along with qualifying these schools with the criteria regional airlines expects from new pilots hired. A survey was used to poll the pilots from two regional airlines that were based in Texas. By analyzing the responses from the returned surveys, the quality of training that existed in higher education aviation programs was revealed. The study confirmed the value of advising a path of higher education for students embarking on an aviation career as a …
The Effects of a Career Education Program on the Career Choices of Fifth-grade Students.: The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.
Examination of Web-based teaching strategies at the University of North Texas.: This study examined the degree to which University of North Texas (UNT) instructors involved in Web-based instruction are implementing teaching strategies as identified in Chickering and Gamson's (1987) model, seven principles for good practice in undergraduate education. In addition, the study examined training received by instructors in developing and delivering a Web-based course and the relationships between their training and reported use of the teaching strategies in the seven principles. The study also examined the relationship between the number of Web-based courses taught and the use of the teaching strategies. Seventy-two surveys were distributed, with a return rate of 90.3%. Results of the first three research questions were as follows: (a) Self-taught (49%) and UNT Center for Distributed Learning (CDL) (31%) were the most frequently used types of training in preparation for teaching a Web-based course, whereas peer taught (17%) and conferences/workshops (3%) were the least used; (b) the average number of Web-based courses taught by the instructors was M = 8.26; and (c) the most frequently used principles were "Gives prompt feedback" and "Communicates high expectations." UNT CDL assists faculty with the development and delivery of online courses, offering a series of training courses to better prepare faculty to use Web-CT. The relationship between the training received and the instructors' reported use of the teaching strategies was examined using correlations and a MANOVA analysis. The correlations resulted in both positive and negative relationships between the four types of training and three of the principles. The MANOVA procedure found significant differences between self taught instructors and instructors that received most of their training through the CDL in relation to the principle "Respects diverse talents and ways of learning." The final research question examined the relationship between the number of courses taught and instructors' reported use of the teaching strategies, revealing …
The Effect of an Electronic Evaluation Questionnaire Format on the Return Rate From Field Supervisors.: The purpose of this study was to examine the usefulness of electronic-based questionnaires as a tool to gather data from field supervisors in the medical profession at various military bases. The study compared the response effects of an electronic evaluation questionnaire with the traditional method of paper-based questionnaires in gathering Level 3 data. The number of returns affects the amount of information available to the course personnel in creating a viable program that ensures the success of service members entering the occupational field and, ultimately, affecting the number of service members who remain beyond their first enlistment. The return rate and amount of missing data were tracked. Supervisors of graduates of a medical program who had observed service members for a minimum of 4-months were participants in the study. The z-test for comparing two proportions was used to determine significance of the study at the .05 level. Findings indicate that there was a significant difference in return rates and the amount of missing data when using the electronic format. Based on this study, the electronic-based questionnaire as a data-gathering tool provided a higher number of returns in a quicker time frame with fewer missing data in the technical training environment. Copyright is held by the author, unless otherwise note
Leadership preferences of a Generation Y cohort: A mixed methods study.: Presently there are four generational cohorts in the workplace. Born from 1977 to 1997, the youngest cohort group, referred to as Generation Y (or Gen Y) in this study, has 81 million members, of whom over 29 million are already in the workplace. The importance of leader-subordinate relationships in the workplace has been confirmed; in recognizing this, leaders must identify and adapt to the changing era-shaped needs of employees, who cannot fully participate in organizational life if their most urgent needs are not being met. Because Gen Y employees are only now entering the workforce, little is actually known about the workplace needs of this cohort group. This study attempted to determine leadership needs of a Gen Y cohort as a means to enhance workplace relationships in the 21st century organization. A sequential, mixed methods study was employed to explore leadership preferences of a Gen Y cohort. Initially, focus group interviews were used to generate leadership themes. Based on these themes, an instrument was designed, and Gen Y business students from three higher education institutions were surveyed. Confirmatory factor analysis using LISREL software was used to test the themes. The driving force behind this research design was to build a foundation of understanding through inductive research (qualitative) and to test and enrich the foundation through deductive means (quantitative).
Knowledge management in virtual organizations: A study of a best practices knowledge transfer model.: Knowledge management is a major concern for organizations today, and in spite of investments in technology, knowledge transfer remains problematic. This study sought to determine whether a relationship exists among participant group demographics (experience), implementation of an integrated knowledge transfer system (best practices model), knowledge transfer barriers, and knowledge transfer project (Web-based training) outcome in a virtual organization. The participant organization was a network of individuals and groups who practice patient advocacy in the research and treatment of cancer. These advocates volunteer in various capacities and are not collocated nor do they report to any single organizational entity. Volunteer participants were randomly assigned to a treatment or control condition. The treatment participants received a training supplement based upon a best practices knowledge transfer model. All participants reviewed a Web-based communications training module scheduled for deployment by the participant organization. Upon completion of the training program, participants were instructed to practice specific techniques from the program. At the end of this period, participants completed an online survey that measured demographics, perceived barriers to the knowledge transfer, and project outcome. Knowledge transfer barriers were defined as knowledge, source, recipient, and organizational context characteristics that inhibit the expected transfer. Project outcome was a composite score of items measuring completion time, budget, and satisfaction of the user. Multiple regression identified two significant predictor variables, source (the training program and implementation) and experience (amount of time spent in advocacy practice). Additional analyses found knowledge (causal ambiguity and unproven knowledge) and the experimental treatment condition to show a strong relationship with the explained variance of the dependent variable, knowledge transfer project outcome. Results suggest that an online training implementation is a valid tool for certain specific transfer design characteristics. Experience was a negative predictor of outcome, suggesting that participant-specific level of training material may produce improved …
Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading: This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.
The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators: This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.
Workplace Violence Prevention Training: An Analysis of Employees' Attitudes: The purpose of this study was to determine employees' attitudes and perceptions toward the effectiveness of workplace violence prevention training within a U.S. Government service agency with 50 offices located in Minnesota and Wisconsin. Chapter 1 presents an overview of the phenomenon of workplace violence, the movement toward prevention programs and policies and the implementation of prescreening processes during hiring and violence prevention training. Chapter 2 contains a thorough review of pertinent literature related to violence prevention training and the impact of occupational violence on organizations. This topic was worthy of research in an effort to make a significant contribution to training literature involving organizational effectiveness due to the limited amount of research literature covering the area of corporate violence prevention training and its effect on modifying attitudes and behaviors of its customers. The primary methodology involved the assessment of 1000 employees concerning their attitudes and perceptions toward the effectiveness of workplace violence prevention training. The research population were administered a 62 item online assessment with responses being measured, assessed, and compared. Significant differences were found calling for the rejection of the three study hypotheses. Chapter 4 described the findings of the population surveyed and recommendations were identified in Chapter 5.
A Comparison of Trainee and Supervisor Perceptions of Transfer Climate in a Union-Based Training Program.: A supportive work climate is critical for successful transfer of learning. Influences in the work environment affect the trainee's ability to apply new skills to the job. The supervisor can be a significant figure in the trainee's perception of a supportive transfer climate. Little is known of the effect of supervisor participation in the training on transfer climate. The purpose of this study was to identify differences in trainee and supervisor self-perceptions of the factors affecting transfer climate. Additionally, this study examined the effects of supervisor participation in the training program on perceptions of transfer climate. The participants in this study were trainees in a union-sponsored instructor training program and their supervisors. The study found perception gaps between the overall perception of transfer climate and supervisor support. The level of supervisor participation in the training program was not to be a factor in the differences between the trainee and supervisor perceptions. No statistically significant difference exists in the perception of other transfer climate factors: supervisor sanctions, peer support, resistance/openness to change, and feedback/performance coaching. In addition, the study found that supervisor participation in the training made little difference in the perceptions of transfer climate by supervisors and trainees. Studies comparing trainee and supervisor perceptions of transfer climate and the effect of supervisor participation in the training on these perceptions are needed from other organizations before extensive generalizations can be made.
First-term Air Force medical service corps officers: Relationship between MBTI® and initial occupational placement to predict job satisfaction.: The purpose of this study was to determine whether a relationship exists between the Myers-Briggs Type Indicator® (MBTI®) of first-term Air Force medical service corps (MSC) officers and their initial occupational placement matches (OCUPLACE MATCH), and, if so, whether this could it predict job satisfaction. The population consisted of 116 first-term Air Force MSC officers already assigned and working at their initial occupational placement. Statistical Package for the Social Sciences (SPSS®) computer software program was used for the statistical computation. Several techniques were used, including, frequency distribution, the Pearson product-moment correlation coefficient, and regression analyses, among others. Results showed a statistical significant correlation between the MBTI type of the first-term MSC officer matches and their initial occupational placement (OCUPLACE MATCH, r = .440, p < .01). Furthermore, results of a regression analysis showed no statistical significance for predication on job satisfaction (r = 492, F = .887, p < .05). Based on this study, the Air Force Personnel Center can match first-term MSC officers' personality type to an initial occupation placement; however, based on the second part of the hypothesis, prediction of job satisfaction may not be yield on less other aspects of the group are considered such as time in service, source of recruitment, initial occupation's location, etc.
Interim Evaluation of the UNT/Dallas Public Schools Leadership Development Program: A Working Model: The purpose of this study was to determine if, after one year of operation, the UNT/Dallas Public Schools Leadership Development Program was progressing in accordance with the goals set out for the program. Questionnaires administered to 26 interns and 10 mentor principals and follow-up focus group interview sessions provided answers to the study's five research questions that explored the following: selection process; how interns' involvement in campus-based decision-making had changed; how mentor principals' perceptions toward interns had changed; and how administrative interns' perceptions of themselves and educational administration had changed. Findings from this study revealed the selection process provided the Dallas Public Schools an opportunity to select teacher-leaders from the district and to include a representative number of minority and women candidates for participation in the program. An area of weakness was seven interns with low GRE scores were admitted through an appeals process at the university. Another weakness revealed the majority of interns had been assigned more duties and responsibilities at the schools, but only 4 of 26 interns were being allowed to participate in any campus-based decision-making processes that could have an impact on school improvements. The study found the role of the mentor principal to be the most important factor in determining the satisfaction and success of the interns in the program. The embedded internship proved to be a disadvantage for the interns and principals, as the majority reported not having enough time to spend on administrative activities. Interns reported growth in personal and professional maturity and gained knowledge about the world of educational leadership. All 26 interns expressed the desire to become administrators in Dallas Public Schools upon completion of the program. Further research should include comparison studies between graduates of restructured programs and graduates of traditional programs to determine if there is a difference in …
Enhancing skill maintenance through relapse prevention strategies: a comparison of two models.: In a quasi-experimental field study, two posttraining interventions composed of relapse prevention (RP) strategies were compared and tested for the effects on participant transfer outcomes. Participant retention of training content, skill maintenance, use of relapse prevention strategies, and self-efficacy served as the dependent variables. Self-efficacy was also tested as a mediator between the experimental treatment levels and both participant skill maintenance and participant use of RP strategies. Participants (n = 39) included managers, directors, and supervisors from various departments within a multi-national telecommunications organization located in a large southern city. After participating in a four-hour leadership development training, two of the three groups participated in a 30-40 minute training where they received one of two RP interventions. One intervention included the steps of (1) identifying potential obstacles to positive training transfer, (2) predicting the first lapse to pretraining behavior, and (3) applying relevant coping strategies to thwart a lapse. The alternative RP intervention included the same steps in addition to a goal setting step. Descriminant descriptive analysis was used to test for group differences across the response variables and to identify on which variables the groups differed. Three separate regression equations were used to test for the mediating relationship of self-efficacy between the RP treatment levels and participant skill maintenance and participant use of RP strategies. Results indicated minimal, but non-statistically significant results between treatment levels and each of the response variables. Self-efficacy was not found to mediate the relationship between RP treatment level and participant skill maintenance or participant use of RP strategies, but did function as a strong predictor of both variables. Suggestions for future research include using additional motivational and efficacy variables to better explore group differences and including efficacy-inducing methods both in training design and as part of a transfer intervention to enhance training transfer. Further, …
Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses: The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools. Analysis of the data revealed that: (1) there are no significant differences among the perceptions of department chair people, faculty, and instructors toward the four perceived barriers to implementing multiple teaching strategies in a post-secondary electronics program; and (2) there are no significant differences in the perceptions electronics faculty members categorized by years teaching experience toward each of the four perceived barrier categories to implementing multiple teaching strategies in a post-secondary electronics program. However, further research is needed to substantiate what other barriers exist that may have an impact upon utilizing multiple teaching strategies in two-year technical and community college electronics courses.
Analysis of Leadership Perceptions Using Multirater Feedback.: Performance improvement intervention begins with assessment. How that assessment is interpreted can mean the difference between success and failure. Previous research of 360-degree feedback instruments has tried to reconcile the differences between multiple rater groups. Rather than searching for agreement, this research proposes to understand the meaning of the differences using multirater feedback. Individuals determine ratings based upon their own perspective and building upon the understanding of rater perspective may result in improved assessments. Data from an existing data set was processed using a second-order CFA in structural equation modeling. Covariance between the second-order factors and rater groups determined the difference in how each rater group perceived the leader.
The impact of technical barriers on the effectiveness of professional development as related to a distance education system-based course: A case study in the Web World Wonders environmental science learning community.: This study reports and discusses the impact of technical barriers on the effectiveness of professional development as related to a distance education system based course: a case study of the web world wonders environmental science learning community in Florida. The project involved 4th through 12th grade public school teachers learning how to use GPS readers, digital cameras, and Arc View software for the purpose of utilizing a Website that enabled remote Internet camera access in Florida State Parks. Under the supervision of Florida State University and the Florida Department of Education those teachers received professional development in techniques for developing lesson plans utilizing the equipment and software as stated above. Using the Concept Based Adoption Model, a description of the teacher's demographics, Levels of Use and Stages of Concern with relation to gender, age, teaching experience, and technological experience was examined. Technical barriers were identified and an explanation of how they were overcome in the process of receiving the professional development is reported.
Perceived barriers to faculty participation in distance education at a 4-year university.: The purpose of this study was to identify perceived barriers to faculty participation in distance education courses in a 4-year university. The literature review was divided into four general areas, each of which may act as a barrier to faculty participation; training, administrators, rewards/compensation, and faculty characteristics/demographics. The research population consisted of 570 faculty and 59 administrators from the eight UNT schools/colleges. Dr. Kristin Betts developed the survey instrument in 1998 for similar research conducted at the George Washington University. Analysis of the collected data revealed that there was no statistically significant relationship found between faculty characteristics and faculty participation in distance education. Faculty participants and administrators disagreed on which factors, from a list of 34 items, had motivated faculty to participate in distance education. Nonparticipants and administrators disagreed on which of the factors, if not available, would be barriers to faculty participation in distance education. Participants and nonparticipants disagreed regarding the level to which selected rewards and compensations had motivated faculty to participate, and the lack of which would inhibit faculty participation in distance education. Finally, 71% of the participants had participated or planned to participate in distance education training compared to only 33% of the nonparticipants. It is obvious that administrators and faculty do not place the same level of importance on motivational or inhibiting factors that may affect faculty participation in distance education. These results indicate that additional research should be accomplished to determine the basis for the disagreement among the three groups.
Student preferences in screen design factors for Internet delivered college courses.: Colleges and universities throughout the world are offering many of their courses via the Internet. Some institutions offer entire degrees online. This has ushered in a renewed interest in the debate on the effectiveness of non-traditional course delivery method. Numerous educational research studies have been conducted in an attempt to quantify that effectiveness. In any form of experimental research, control of variables is paramount. The rich multimedia capabilities of the World Wide Web give educators a wide variety of delivery media. However, with the exception of advice from artisans on design factors of the media, little research has been conducted with regard to the aesthetics of Web page design as viewed by the student. This study was conducted in an effort to establish student preferences with regard to two factors of Web page design as they might be used on those Web pages, background color and typeface used for text. In addition, it contains an analysis of whether or not there is an interaction between the two factors. Use of the results of this study should prove beneficial to both educators and educational researchers in their future endeavors.
Visual Cueing: Investigating the Effects of Text Annotation on Student Retention Rates: This Study examines the grades of students using study skill methods and those who do not. The experiment consists of giving the treatment group the opportunity to use well- known study techniques. The Control group could only read the material. Both groups were given ten minutes to read a pre-selected text. The text consisted of an 1,807 word lesson on the, "Technical Training Management System." Each group was given five minutes to take a twenty item quiz. Fifty-five students in the control group were limited to only reading the material. Fifty-six students in the treatment group could choose between highlighting, note-taking, and underlining. The results of the test scores were compared using a t - test for dependent samples. One week later, the same students in each group were re-tested, using the same quiz they had taken earlier. Students had five minutes to review study material. Study material for the treatment group included the same material they had annotated earlier. The Results from each group wascompared. Efforts were made to avoid potential flaws in previous studies, thereby producing more viable results. Results of this study indicate there is no significant difference between the grades of students who use the aforementioned forms of text annotation and those who do not.
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.
Dimensions of Social Network Position As Predictors of Employee Performance.: Research of social networks has revealed that certain components of network position can have an impact on organizational effectiveness, yet relatively little research has been conducted on network position and individual performance. This study sought to determine if a relationship exists between an employee's social network position and an individual's job performance. The participant organization was a network of individuals within an Information Technology (IT) department at a major defense company. A social network analysis (SNA) was conducted to determine the employee's network position, measured by centrality and constraint. Centrality refers to the extent to which an individual is connected to others. Constraint refers to how constrained or inhibited an individual is within the network. Performance was measured by annual appraisal ratings provided by the employee's supervisor. Hierarchical regression analysis was performed to determine relationships between the dependent variable (performance) and independent variables of centrality and constraint. Secondary variables also studied in relation to the model included education level, service years (tenure), job grade, and age. The overall model revealed 17% of variance explained. The primary predictors of network position, centrality and constraint, were not statistically significant predictors of performance ratings. Three variables, job grade, tenure and age, were found to be statistically significant predictors of employee performance. Further research is suggested to provide additional insight into the predictive value of these variables.
The relationship between training in learning style adaptation and successful completion of entry-level community college classes.: The purpose of this study was to determine if there was a relationship between training in learning style adaptation and successful completion of community college courses. The rationale for conducting this study was based on the need for students to learn how to adapt their learning style in order to more effectively learn in any situation. It is also important that community colleges implement strategies that assist in student retention. The learning styles of entry-level community college students were measured using Kolb's Learning Style Inventory Version 3. Students enrolled in entry-level college courses at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was no statistically significant difference in the relationship between students receiving training in learning styles adaptation and successful completion of entry-level college courses, and that students who attended a learning styles training session and those who did not attend a learning styles training session had an equal chance of succeeding in entry-level community college courses. Findings also indicated that students with Accommodating and Assimilating learning styles are less likely to successfully complete an entry-level college course than are students with Diverging or Converging learning styles, yet students with Diverging and Converging learning styles might withdraw from a course rather than risk being unsuccessful. Finally, findings indicated that students who are dissatisfied with the college course and with the instructor of the college course withdraw from college courses.
An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges: This research was conducted to determine why two-year community college instructors teach over the Internet. By understanding why these instructors teach over the Internet, colleges can recruit more instructors to teach using the Web thus allowing colleges to offer more Internet courses. They can also use the information to keep the instructors who are currently teaching over the Internet satisfied, and motivate them to continue to teach. To gather this information, a questionnaire was created and evaluated for reliability and validity during a pilot study. It was then sent to those instructors who taught over the Internet, and had their e-mails available on their campus Website. A 30.5% response rate (N=100) was achieved. The survey was divided into two sections, a demographics section and a Likert scale dealing with motivation. The Likert scale had six choices ranging from strongly agree to strongly disagree and 31 statements. The demographic data were reported and summarized. The Likert items were examined using factor analysis techniques, and a number of components were discovered. Eight components, made up of the 31 variables from the Likert scale were found using the factor analysis. The eight components in order are labeled: Technical and Computer Challenges, School Promotion, Student Preferences, Personal Benefits, Receiving Computerized Assistance, Growth and Knowledge, Textbook Company Assistance, and Pay.
Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills: This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, …
Levels of resourcefulness and motivation as they relate to sales force success: An examination of correlates using the hope theory.: This study sought to determine whether a relationship existed between individual salesperson's levels of goal-directed cognition and motivation and their professional success as determined by the percentage of sales goals achieved. Salespersons represented two companies with national sales forces: one from the financial services industry and one from the apparel manufacturing industry. Both groups of salespeople were responsible for complex selling tasks. The skill sets for these professionals included high levels of communication skills, extensive product knowledge, and competitive market knowledge. Survey research, both paper and pencil and online, was conducted using the Hope Scale developed by C. R. Snyder and associates (1991). Hope is defined as a two-dimensional construct of goal-directed thinking: resourcefulness, thoughtful planning to overcome obstacles to goals, and motivation, cognition to sustain momentum toward goal achievement. Theoretically, upon assessing salespersons' Hope scores, organizations would be better prepared to assist those with low Hope Scale Scores (HSS) in one of the two areas. Those with low resourcefulness scores could be trained in cognitive techniques to overcome obstacles to goal achievement. Those with low motivational scores would be identified for further analysis, from a developmental perspective, to better determine what personally initiates and sustains motivation to attain their goals (Snyder, 1991). This study affirmed two of three parts of the hope theory with regard to salespeople. High Hope scores showed significant correlations with high goal achievement, as did one of the subset scores, motivation. The resourcefulness subset score did not correlate significantly with high goal achievement, and also produced low reliability scores.
Learning Style and Preferred Mode of Delivery of Adult Learners in Web-Based, Classroom, and Blended Training: The purpose of this study was to investigate the association between adult learners' preferred learning style and preference for delivery mode. The subjects (n=61) were technical and billing support call center employees from an Internet company in Dallas, Texas. The participants were randomly assigned to one of six groups and given Kolb's Learning Style Inventory to assess their preference for learning style. They received training on three modules of “Influencing Others Positively,” with each module delivered via one of three methods (web-based, classroom, and blended). Participants were also administered two surveys. The first survey collected demographic information and asked which method that they expected they would prefer. The second survey was administered after the course and asked them to rank their preferences for delivery method. It was hypothesized that learning style would be significantly associated with preference for delivery method. The data was analyzed using descriptive statistics and a chi-square test of independence for the variables learning style and preferred mode of delivery. Although the chi-square test of independence did not produce statistical significance, some interesting trends were identified in the data. Specifically, a majority of the participants preferred a blended approach to training delivery (a combination of self-paced web-based training and classroom group exercises). No Divergers preferred classroom training and no Accommodators preferred web-based training. Additionally, a logistic regression analysis indicated that Assimilators were six times more likely than Divergers to prefer a blended approach to training (p=.10). Further studies should utilize other learning style theories, explore different types of learning outcomes and delivery methods, and include a larger sample from different organizations. Training needs assessments should include learning style inventories as part of the audience analysis prior to training development.
Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges.: This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in Higher Education. Recent studies have discussed the benefits of learning communities to student, faculty and institutions. As learning communities are gaining popularity, especially at the community college level, there is a need to determine if the learning communities are significantly different than freestanding classes. The College Classroom Environment Scales, developed by Winston, Vahala, Nichols, Gillis, Wintrow, and Rome (1989), was used as the survey instrument for this study. Using SPSS 10.1, a multivariate analysis of variance, (Hotelling's T2) was performed on five dependent variables: cathectic learning climate (CLC), inimical ambiance (IA), academic rigor (AR), affiliation (AF), and structure (ST), which yielded a significant difference. The independent variable was learning community compared to freestanding classes (group). Follow-up independent t tests were also conducted to evaluate the differences in the means between the two groups and to explore which dependent variables contributed to the multivariate difference, which resulted in significant differences in inimical ambiance, affiliation and structure. The researcher concludes that learning communities make a difference for some learners, but not necessarily all and that more research needs to be conducted to find the answers to the questions concerning the efficacy and sustainability of learning communities in higher education.
The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females: This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.
An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students.: The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.

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