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  Partner: UNT Libraries
 Department: Department of Technology and Cognition
 Degree Level: Doctoral
Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills

Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills

Date: August 1994
Creator: Ellis, Lori L. (Lori Luann)
Description: This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.
Contributing Partner: UNT Libraries
Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities

Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities

Date: August 1994
Creator: Peak, Pamela K. (Pamela Kamille)
Description: This research study was designed to investigate whether authentic assessment in written language is a valid assessment tool for students with and without learning disabilities. Teacher judgements were used to evaluate students' authentic writing assessments gathered from the classroom. Students' report card grades, authentic writing assessments, and two standardized writing assessments, the Test of Written Language- Revised and Written Language Assessment, were correlated to provide evidence of the validity of authentic assessment practices in written language.
Contributing Partner: UNT Libraries
Stress and Job Satisfaction Among Special Education Teachers in Urban Districts in Texas

Stress and Job Satisfaction Among Special Education Teachers in Urban Districts in Texas

Date: August 1994
Creator: Cummings, Elizabeth (Elizabeth Ann)
Description: The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.
Contributing Partner: UNT Libraries
A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings

A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings

Date: December 1994
Creator: McArthur, Patrick L. (Patrick Lee)
Description: This study had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of students with emotional behavioral disorders and teachers in juvenile correctional special education settings. A survey instrument designed to measure the importance, proficiency, and frequency of use of clusters of knowledge/skills statements was administered to 123 teachers in juvenile correctional special education settings in state institutions. Mann Whitney U analyses were calculated to compare the mean rankings of the two groups of teachers. The findings indicated that teachers in juvenile correctional special education settings and teachers of students with emotional and behavioral disorders were very similar as to which knowledge/skills clusters were important to their job performance, which clusters they were most proficient at using, and which clusters they utilized most frequently. The second purpose was to compare the teachers in juvenile correctional special education settings and to determine whether their mean rankings of the knowledge/skills clusters varied when analyzed by differing categories of age, type of certification held, years of teaching experience, and level of the teachers' education. Analysis of variance revealed no significant difference in the mean rankings in any of the comparison groups. ...
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A Comparison of Three Criteria Employed in the Selection of Regression Models Using Simulated and Real Data

A Comparison of Three Criteria Employed in the Selection of Regression Models Using Simulated and Real Data

Date: December 1994
Creator: Graham, D. Scott
Description: Researchers who make predictions from educational data are interested in choosing the best regression model possible. Many criteria have been devised for choosing a full or restricted model, and also for selecting the best subset from an all-possible-subsets regression. The relative practical usefulness of three of the criteria used in selecting a regression model was compared in this study: (a) Mallows' C_p, (b) Amemiya's prediction criterion, and (c) Hagerty and Srinivasan's method involving predictive power. Target correlation matrices with 10,000 cases were simulated so that the matrices had varying degrees of effect sizes. The amount of power for each matrix was calculated after one or two predictors was dropped from the full regression model, for sample sizes ranging from n = 25 to n = 150. Also, the null case, when one predictor was uncorrelated with the other predictors, was considered. In addition, comparisons for regression models selected using C_p and prediction criterion were performed using data from the National Educational Longitudinal Study of 1988.
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A Student Environment Model: a Measure of Institutional Effectiveness

A Student Environment Model: a Measure of Institutional Effectiveness

Date: May 1995
Creator: Morris, Lucille Darline
Description: 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.
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A Comparison of a Computer-Administered Test and a Paper and Pencil Test Using Normally Achieving and Mathematically Disabled Young Children

A Comparison of a Computer-Administered Test and a Paper and Pencil Test Using Normally Achieving and Mathematically Disabled Young Children

Date: May 1997
Creator: Swain, Colleen R. (Colleen Ruth)
Description: 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.
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A Factor Analytic Study of Competencies Needed by Entry-level Automotive Technicians

A Factor Analytic Study of Competencies Needed by Entry-level Automotive Technicians

Date: August 1997
Creator: Hyde, Donna A. (Donna Ann)
Description: This study centered on competencies needed by entry-level automotive technicians. Many students in automotive technician programs immediately seek employment upon program completion. This study is one step toward identifying areas in the automotive technician curriculum that need the most training emphasis.
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Measurement Disturbance Effects on Rasch Fit Statistics and the Logit Residual Index

Measurement Disturbance Effects on Rasch Fit Statistics and the Logit Residual Index

Date: August 1997
Creator: Mount, Robert E. (Robert Earl)
Description: The effects of random guessing as a measurement disturbance on Rasch fit statistics (unweighted total, weighted total, and unweighted ability between) and the Logit Residual Index (LRI) were examined through simulated data sets of varying sample sizes, test lengths, and distribution types. Three test lengths (25, 50, and 100), three sample sizes (25, 50, and 100), two item difficulty distributions (normal and uniform), and three levels of guessing (no guessing (0%), 25%, and 50%) were used in the simulations, resulting in 54 experimental conditions. The mean logit person ability for each experiment was +1. Each experimental condition was simulated once in an effort to approximate what could happen on the single administration of a four option per item multiple choice test to a group of relatively high ability persons. Previous research has shown that varying item and person parameters have no effect on Rasch fit statistics. Consequently, these parameters were used in the present study to establish realistic test conditions, but were not interpreted as effect factors in determining the results of this study.
Contributing Partner: UNT Libraries
An Experimental Investigation on the Effects of Learning Style and Presentation Methods on Knowledge Acquisition in a University Classroom Environment

An Experimental Investigation on the Effects of Learning Style and Presentation Methods on Knowledge Acquisition in a University Classroom Environment

Date: December 1997
Creator: Ryu, Youngtae
Description: 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.
Contributing Partner: UNT Libraries
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