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  Access Rights: Public
  Partner: UNT Libraries
 Department: Department of Technology and Cognition
 Collection: UNT Theses and Dissertations
The Effects of a Brain-based Learning Strategy, Mind Mapping, on Achievement of Adults in a Training Environment with Considerations to Learning Styles and Brain Hemisphericity

The Effects of a Brain-based Learning Strategy, Mind Mapping, on Achievement of Adults in a Training Environment with Considerations to Learning Styles and Brain Hemisphericity

Date: May 1999
Creator: Williams, Marian H. (Marian Haile)
Description: This study examined the effectiveness of Mind Mapping (a diagram of the structure of ideas in an associative manner, using graphics, color and key words) as a note-taking device in a training course in a large, high-tech corporation, as compared to traditional note-taking. The population for this study consisted of personnel employed by a major high-tech firm, that had voluntarily registered for a Mind Mapping training class. The effect of Mind Mapping was measured by the pre-test and post-test of the control and experimental groups.
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Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings

Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings

Date: December 1998
Creator: Elizondo, Leigh A.
Description: The purpose of this study was to delineate the differences between the types of behavioral management techniques used by teachers of students with emotional/behavioral disorders.
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Impact of Locus of Control and Incentives on Team Performance and Job Satisfaction

Impact of Locus of Control and Incentives on Team Performance and Job Satisfaction

Date: December 1998
Creator: Cooper, Betty A.
Description: 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.
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Nontraditional students in community colleges and the model of college outcomes for adults.

Nontraditional students in community colleges and the model of college outcomes for adults.

Date: December 2005
Creator: Philibert, Nanette
Description: The purpose of this study was to examine three components of Donaldson and Graham's (1999) model of college outcomes for adults: (a) Prior Experience & Personal Biographies, (b) the Connecting Classroom, and (c) Life-World Environment, and to assess their application to traditional and nontraditional students in community colleges in both technical and nontechnical courses. The study sample was comprised of 311 community college students enrolled in technical and nontechnical courses during fall 2005. A survey instrument was developed based on the three model components through a review of the literature. Demographic data collected were utilized to classify students into a technical or nontechnical grouping as well as four classifications of traditionalism: (a) traditional, (b) minimally nontraditional, (c) moderately nontraditional, and (d) highly traditional. This study found that nontraditional students vary from traditional students in regards to the three model constructs. A post hoc descriptive discriminate analysis determined that the Life-World Environment component contributed the most to group differences with the minimally nontraditional group scoring the highest on this construct.
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A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

Date: May 2005
Creator: Wang, Hsin-Yi
Description: A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
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Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology.

Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology.

Date: December 2006
Creator: Dorr, David L.
Description: The purpose of this research was to determine if the introduction of a competitive and collaborative computer-based gaming software system into middle school classrooms would result in improved attendance and grades, and motivate students to have a greater interest in their studies. This study was conducted over a 6 week period, with attendance and performance data being collected from 284 students. Two quantitative surveys were used to measure course interest and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). Participation in these surveys consisted of 84 students taking the CIS and 40 students taking the IMMS. The results indicated that the experimental group showed statistically better scores than the comparison group in attendance and performance. Students participating in the experimental group had significantly lower mean ranks of absenteeism compared to students in the comparison group. Results also revealed significant differences on grades. Students that were in the experimental group had significantly higher grades compared to students that were in the comparison group. Results of the CIS suggest that a statistically significant difference does not exist on Attention, Relevance, Confidence, and Satisfaction between the experimental and comparison groups. Results of the means and standard ...
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The Relationship of the Learning Styles of High School Teachers and Computer Use in the Classroom

The Relationship of the Learning Styles of High School Teachers and Computer Use in the Classroom

Date: August 2005
Creator: Hunnicutt, Robert Lane
Description: This study sought to determine if the dominant learning styles of high school teachers is related to the amount of time computers are used in the classroom by students. It also examined the types of software used by those teachers, and their levels of technology adoption. Subjects (N=177) were from high schools in a large urban school district. Instrumentation included the Gregorc Style Delineator, a modified version of the Snapshot Survey and the Stages of Adoption of Technology. An ANOVA showed no statistical significance between teachers with different dominant learning styles in the numbers of minutes per week that computers were utilized in their classrooms with students. A chi square test showed no statistical significance in the types of software used in the classrooms of teachers with different dominant learning styles. A chi square test showed no statistical significance in the Stages of Technology Adoption of teachers with different dominant learning styles.
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Well-Being of Gifted Students Following Participation in an Early-College-Entrance Program

Well-Being of Gifted Students Following Participation in an Early-College-Entrance Program

Date: December 2006
Creator: Boazman, Janette Kay
Description: The concepts of well-being and life satisfaction are explored in this study of the experiences and psychological traits of highly-gifted students who have been radically accelerated into an early-college-entrance program. The study was conducted after participation in the early-college-entrance program. The primary focus of the study is on personal well-being and life satisfaction including the variables of subjective well-being, efficacy, and the dispositional traits of cheerfulness, seriousness, and bad mood. These variables are gathered as the initial phase of a longitudinal study of the early-college entrants' personal and professional experiences, their life satisfaction, and dispositions. The subjects for this study were participants in the Texas Academy of Math and Science (TAMS). TAMS is a state run early-college-entrance program at the University of North Texas in Denton.
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Measuring the Perceived Transfer of Learning and Training for a Customer Service Training Program Delivered by Line Managers to Call Center Employees in a Fortune 200 Financial Services Company

Measuring the Perceived Transfer of Learning and Training for a Customer Service Training Program Delivered by Line Managers to Call Center Employees in a Fortune 200 Financial Services Company

Date: December 2006
Creator: Perez, Gustavo A.
Description: The purpose of this study was to explore what effect manager involvement in the delivery of training has on employee learning (transfer of learning) and on student behavior after training (transfer of training). Study participants were randomly assigned to the experimental and control groups and a customer service training program was delivered with and without manager involvement. Quantitative and qualitative data were collected immediately after training using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of learning. Quantitative and qualitative data were collected approximately 4 weeks after training also using a retrospective pretest-then/posttest-now instrument developed to measure the participants' perceived transfer of training. Quality assurance data generated by the organization for the first full month after the training program was completed were collected to measure the actual transfer of training. A 13-item version of the Marlowe-Crowne Social Desirability Scale (MC-C) was included with the perceived transfer of training survey to measure the potential for self-perception bias with the perceived transfer of learning and the perceived transfer of training data. ANOVA results for the perceived transfer of learning and perceived transfer of training data indicated that there were no statistically significant differences between the experimental and control groups. ...
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The Effects of Team Dynamics Training on Conceptual Data Modeling Task Performance

The Effects of Team Dynamics Training on Conceptual Data Modeling Task Performance

Date: December 2006
Creator: Menking, Ricky Arnold
Description: Database modeling is a complex conceptual topic often taught through the use of project-based teams. One of the problems with the use of project-based teams in university courses is the determination of whether this is the most effective use of instructor and student time involvement and effort level. Therefore, this study investigated the impact of providing team dynamics training prior to the commencement of short-duration project-based team conceptual data modeling projects on individual data modeling task performance (DMTP) outcomes and team cohesiveness. The literature review encompassed conceptual data design modeling, the use of a project-based team approach, team dynamics and cohesion, self-efficacy, gender, and diversity. The research population consisted of 75 university students at a North American University (Canadian) pursuing a business program requiring an information systems course in which database design components are taught. Analysis of the collected data revealed that there was a statistically significant inverse relationship found between the provision of team dynamics training and individual DMTP. However, no statistically significant relationship was found between team dynamics training and team cohesion. Therefore, this study calls into question the value of team dynamics training on learning outcomes in the case of very short duration project-based teams involved in ...
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