You limited your search to:

  Partner: UNT Libraries
 Department: College of Education
 Collection: UNT Theses and Dissertations
Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders
The purpose of this study is to determine quality indicators in the field of emotional and behavioral disorders based on six empirically validated standards outlined by the Council for Exceptional Children. Invitations to participate in the study were disseminated to a randomized selection of members within the Council for Children with Behavioral Disorders. Respondents (N = 199) included teachers (n = 128) and related service personnel (n = 71) who directly and indirectly work with students with emotional and behavioral disorders throughout the United States. A rank order list of the most important knowledge and skills to teachers with regard to demographic characteristics (i.e., types of communities, educational settings, or years of experience) was developed. Additionally, a rank order list was developed to determine which knowledge and skills related service personnel felt should be most important to teachers. Level of agreement was determined between teachers and related service personnel and variances among the rank order lists were examined. Results of the study revealed statistically significant variances in the rank order of knowledge and skills among educational settings of teachers (i.e., self-contained, resource, and general education/inclusion) across the standard of Learning Environments and Social Interactions. Rank orders in two knowledge and skills (i.e., assistive technology and structure) were significant. When rank order was compared between teachers and related service personnel, level of agreement was low within the standards of assessment (58%) and collaboration (63%). digital.library.unt.edu/ark:/67531/metadc5357/
Physical activity and its association with selected dietary behaviors
This study examined the association between level of physical activity and changes in dietary behaviors of 3,945 employees after a 10-week work-site physical activity program. Fifty-seven percent of the participants met the CDC/ACSM standard for physical activity sufficient for a health benefit. Physical activity was not significantly related to increased fruit and vegetable consumption, decreased dietary fat and calorie intake, and participants acquiring new nutrition skills. Physical activity was negatively associated with increased food label awareness. Participants who exercised sufficient for a health benefit were less likely to increase their food label awareness. Physical activity and dietary behaviors are generally not associated. Interventions to improve these behaviors should be behavior-specific. digital.library.unt.edu/ark:/67531/metadc2910/
Characteristics of preservice teachers learning parent involvement practices.
Numerous models of IS success and technology acceptance their extensions have been proposed and applied in empirical. This study continues this tradition and extends the body of knowledge on the topic of IS success by developing a more comprehensive model for measuring IS success and technology acceptance within a government organization. The proposed model builds upon three established IS success and technology acceptance frameworks namely the DeLone and McLean (2003), Venkatesh et al.'s (2003) unified theory of acceptance and use of technology (UTAUT), and Wixom and Todd (2005). The findings from this study provide not only a comprehensive IS success assessment model but also insights into whether and how IS success models are influenced by application variables as applied within a government organization. Exploratory factor analysis and confirmatory factor analysis were performed for instrument refinement and validity test of the existing and proposed models. Using data from employees of a local government municipal, the comprehensive model explained 32 percent variance. Four of the hypothesis were fully supported five were not supported, and four were partially supported. In addition, the results suggest that behavioral intention may not be the best predictor of technology acceptance in a mandatory environment. digital.library.unt.edu/ark:/67531/metadc9022/
Impact of Absent Father-Figures on Male Subjects and the Correlation to Juvenile Delinquency: Findings and Implications
This study was predicated on the belief that a father brings something unique to the family, thus, making irreplaceable contributions to the life of a child. Fathers are unique in that they provide something different from mothers. They are irreplaceable because when they are absent, children are said to suffer emotionally, intellectually, socially, and behaviorally. The contributions of fathers to a child's well being cannot be fully replaced by better programming, ensuring child support programs, or even by well-intentioned mentoring programs. A review of literature relevant to delinquency and adolescent behavioral and academic success revealed that there may be a correlation between a male role-model and the teaching of self-control and socially appropriate behaviors. Indeed, much of what the large body of research pertaining to fatherhood reveals is that, compared to children raised in two-parent homes, children who grow up without their fathers have significantly worse outcomes, on average, on almost every measure of well being (Horn, 2002). In addition, an understanding of the factors that may influence delinquent behaviors, in particular within the family unit, can better equip parents and educators to support those who may be exhibiting the beginning signs of delinquent behavior. This study was designed to determine the influence of, or correlation between, juvenile delinquency and the presence or absence of a father-figure in a child's life. Responses made on the Delinquency Check List between two sample sets, delinquent and non-delinquent adolescents, were examined. The study attempted to determine if delinquent activity among adolescents was differentiated by the absence or presence of a father-figure in a child's life. This study also investigated the frequency and severity of delinquent activities between adolescents in the determined sample groups. digital.library.unt.edu/ark:/67531/metadc4332/
A Comparison of IRT and Rasch Procedures in a Mixed-Item Format Test
This study investigated the effects of test length (10, 20 and 30 items), scoring schema (proportion of dichotomous ad polytomous scoring) and item analysis model (IRT and Rasch) on the ability estimates, test information levels and optimization criteria of mixed item format tests. Polytomous item responses to 30 items for 1000 examinees were simulated using the generalized partial-credit model and SAS software. Portions of the data were re-coded dichotomously over 11 structured proportions to create 33 sets of test responses including mixed item format tests. MULTILOG software was used to calculate the examinee ability estimates, standard errors, item and test information, reliability and fit indices. A comparison of IRT and Rasch item analysis procedures was made using SPSS software across ability estimates and standard errors of ability estimates using a 3 x 11 x 2 fixed factorial ANOVA. Effect sizes and power were reported for each procedure. Scheffe post hoc procedures were conducted on significant factos. Test information was analyzed and compared across the range of ability levels for all 66-design combinations. The results indicated that both test length and the proportion of items scored polytomously had a significant impact on the amount of test information produced by mixed item format tests. Generally, tests with 100% of the items scored polytomously produced the highest overall information. This seemed to be especially true for examinees with lower ability estimates. Optimality comparisons were made between IRT and Rasch procedures based on standard error rates for the ability estimates, marginal reliabilities and fit indices (-2LL). The only significant differences reported involved the standard error rates for both the IRT and Rasch procedures. This result must be viewed in light of the fact that the effect size reported was negligible. Optimality was found to be highest when longer tests and higher proportions of polytomous scoring were applied. Some indications were given that IRT procedures may produce slightly improved results in gathering available test information. Overall, significant differences were not found between the IRT and Rasch procedures when analyzing the mixed item format tests. Further research should be conducted in the areas of test difficulty, examinee test scores, and automated partial-credit scoring along with a comparison to other traditional psychometric measures and how they address challenges related to the mixed item format tests. digital.library.unt.edu/ark:/67531/metadc4316/
The impact of alternative school intervention on subsequent student performance in the mainstream school environment.
Access: Use of this item is restricted to the UNT Community.
The purpose of this study was to analyze the impact of alternative school intervention on subsequent student performance. The literature review examined the history and development of alternative schools, the legislation pertaining to alternative schools, and related studies. The population consisted of students placed in the discipline alternative education program (DAEP) of an alternative school located in a large suburban school district in north Texas. Students placed in DAEP in the spring semester of 2001 in grades 7, 8, 9, and 10 were included in the sample. Data on student success was gathered for the one semester prior to placement (pre-intervention) and for the two semesters after placement (post-intervention). Student success was measured in terms of course grade averages and attendance. The student sample was divided into the following subgroups: grade level, sex, ethnicity, and qualification for the school meal program. The students' grade averages were compared within the subgroups utilizing a one-way analysis of variance (ANOVA). Tukey's post hoc comparison was utilized on the groups when ANOVA was found to be significant. The students' attendance was analyzed by comparing the proportion of days attended in each of the three semesters included in the study. A normal test of two independent means was conducted on the attendance proportions. The results of the study indicated the following significant findings (p <. 05): the eighth-grade students' grade averages were significantly lower in the second post-treatment semester, the 7th-grade students had lower attendance in the first post-treatment semester, the 8th-grade students had lower attendance in the second post-treatment semester, and the 10th-grade students had higher attendance in the first post-intervention semester. The female students' attendance was higher in both post-intervention semesters and significantly higher in the second. A discussion of the dropout rate for this group and recidivism to DAEP was included. digital.library.unt.edu/ark:/67531/metadc4367/
Presidents' Leadership Behaviors Associated with Followers' Job Satisfaction, Motivation Toward Extra Effort, and Presidential Effecitveness at Evangelical Colleges and Universities
Transformational leaders have tendencies that include: 1) projecting confidence and optimism about goals and followers' ability, 2) providing a clear vision, 3) encouraging creativity through empowerment and rewarding experimentation, 4) setting high expectations and creating a supportive environment, and 5) establishing personal relationships with followers. Transactional leadership as a process in which leaders and followers decide on goals and how to achieve them through a mutual exchange. The leader provides followers with resources, rewards, and punishment in order to achieve motivation, productivity, and effective task accomplishment. Laissez-faire leadership is the process of letting followers work without direction or guidance from the leader. The laissez-faire leader avoids providing direction and support, shows a lack of active involvement in follower activity, and abdicates responsibilities by maintaining a line of separation between the leader and the followers. The primary purpose of this study was to investigate the assumption that a combination of transformational and transactional leadership factors is more predictive of greater followers' job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either leadership style alone. The study investigated perceptions of the degree to which transformational leadership, transactional leadership, and laissez-faire leadership were practiced by presidents of member colleges and universities in the Council for Christian Colleges and Universities (CCCU). In addition, the study considered whether some combination of transformational and transactional behaviors is more predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either transformational or transactional leadership alone. The independent variables in the study included the transformational, transactional, and laissez-faire leadership behaviors of the college and university presidents and the dependent variables were job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. This study points to specific behaviors that are predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. By combining the behaviors identified as transformational, transactional, and laissez-faire leadership behaviors, this study determines specifically which behaviors are predictive of the three dependent variables. By combining the transformational leadership behaviors of Attributed Charisma and Individual Consideration with the transactional leadership behavior of Contingent Reward, leaders may develop leadership styles that are more satisfying, motivating, and effective for followers than solely using the transformational model of leadership. Followers indicate that they are more satisfied and motivated by leaders who possess great energy, high levels of self-confidence, strong beliefs and ideals, are assertive, have the ability to make followers feel more confident, who create greater personal confidence within their followers, and who use positive reward systems to affirm desired behavior. This information provides empirical data to support the concept that a combination of charisma, personal consideration, and a reward system may increase follower's job satisfaction, motivation toward extra effort, and perceptions of leaders' effectiveness better than transformational leadership behaviors alone. digital.library.unt.edu/ark:/67531/metadc4377/
Educators' technology level of use and methods for learning technology integrations.
The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their educator categories. Administrators tended to score much higher than both elementary and secondary teachers on their technology levels of use. Participants gave a variety of reasons for utilizing certain technology training methods most frequently. The most popular reason was that the method fit into their time schedule followed by the location of the training. The least given reason was that it was the best method for learning the technology skill. digital.library.unt.edu/ark:/67531/metadc4325/
Factors Affecting Academic Interest and Self Perception of Adolescent Hispanic Females
This investigation identifies deterrents to the educational, social, and cultural success of Latina adolescent females. Across the nation, and especially in states such as Texas and California, the Hispanic population is fast becoming the largest minority in society. Because the adolescent Hispanic population within the United States today will comprise much of America's future economic and social base, identifying and addressing educational, cultural, and social deterrents to their success becomes important not only for personal well-being, but for the well-being of future society as a whole. A second purpose was that of determining the efficacy of group-centered psychoeducational therapy in improving self-esteem and decreasing anxiety and depression symptoms in adolescent female Hispanic high school students. The experimental groups consisted of one group of seven female Hispanic adolescents who received computer and internet training and psychoeducational group counseling twice a week for five weeks. and a second group of five female Hispanic adolescents who received computer and internet training and psychoeducational group counseling twice a week for five weeks. The control group consisted of fourteen female Hispanic students who received no treatments. The Beck Depression Inventory was used to measure pre and post test levels of depression, the Beck Anxiety Inventory was used to measure pre and post test levels of anxiety, and the Rosenberg Self-Esteem questionnaire and the Index of Self-Esteem were used to measure pre and post levels of self-esteem. digital.library.unt.edu/ark:/67531/metadc4011/
Mentoring the first-year superintendent in Texas public schools.
This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences had on novice superintendents influenced whether they chose to mentor another person. Most reported seeking or engaged in a new mentoring relationship. Differences in areas where help was needed among first-year superintendents associated with district size were reported. Assistance in finance was needed regardless of district size, gender, or ethnicity. Superintendents in small districts reported needing assistance in specific skill and knowledge areas. Those in larger districts reported mentor assistance in problem-solving processes to accomplish a task. Differences in needs of first-year superintendents based on gender or ethnicity were identified but generalizations could not be made due to small numbers. Recommendations for university administrative preparation programs and designing formal mentoring programs were made. digital.library.unt.edu/ark:/67531/metadc3127/
The impact of poverty on comparable improvement ranking for elementary campuses in Texas.
The problem was to determine how comparable is comparable improvement for campuses in Texas. An alternative strategy for determining comparable improvement was developed using 2000 comparable improvement data provided by the Texas Education Agency for 2,403 elementary campuses. Comparable improvement is a measure that shows how student performance has changed from one year to the next and then compares that growth to 40 schools that are demographically most similar to the target school. Instead of using the most dominant characteristic as in the current process, the percent of students in poverty was the initial sorting characteristic. The impact of sorting by poverty was reviewed in four areas: 1.) the impact on quartile placement, 2.) the TLI average growth for the comparison group, 3.) the award eligibility, and 4.) the changes in comparison group composition. No practical significant difference was found for research questions 1 and 3, however, a practical significant difference was found in group average TLI growth for math and in the comparison group composition. Overall, the alternative process had the greatest impact on campuses with 40-80% poverty. Three possible factors may have influenced the results. First, the middle poverty campuses had the most change in comparison group as found in question 4. Second, the interaction between the middle poverty campuses and the alternative process could have been fueled by the removal of the 1,295 campuses with poverty as the dominant characteristic in current system. Third, the high correlation between poverty and ethnicity may have limited any impact of the alternative process. digital.library.unt.edu/ark:/67531/metadc3050/
The Relationship Between Classroom Climate and Student Achievement
The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analysis and a backward multiple regression analysis. A univariate analysis of variance was also used to compare the five independent variables of the My Class Inventory as well as to compare socioeconomic status and gender with the Stanford Achievement Total Math scores. The schools selected for this study were from a city in Texas with a population of approximately 100,000. The sample consisted of 262 sixth grade mathematics students. The findings of this study are as follows: (a) The Pearson product-moment correlation analysis revealed little, if any, correlation for any of the five subscale predictor variables; (b) the multiple regression analysis revealed that all five classroom climate indicators combined together could explain only 10.5% of the variance in mathematics achievement; (c) the univariate analysis of variance revealed that there is a significant relationship between the climate factors of friction and difficulty when compared to mathematics achievement; and (d) the univariate analysis of variance also revealed that mathematics achievement scores vary significantly as a function of economic category membership, but there appears to be no relationship to gender. digital.library.unt.edu/ark:/67531/metadc3065/
Ninth grade student success: An analysis of a credit recovery program.
The purpose of the study was to determine the extent to which a credit recovery program improved the academic success for high school freshmen. For the purpose of this study, academic success was defined as whether or not the student advanced from 9th to 10th grade. A total of 255 students from two junior high schools and one comprehensive high school were included in the study. Independent variables included program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, and TAKS Mathematics results. A review of related literature provided background information regarding the issues surrounding high school freshmen, dropouts, grade retention, and effective intervention programs. This quantitative study utilized descriptive statistics and logistic regression to analyze the relationship between the independent variables and student success as measured by whether or not the student advanced from ninth to tenth grade. In addition, the study examined the odds of success if participating in the credit recovery program. Sources of data included Incomplete and Failure Listing, Ninth Grade Advisor Listing, Tenth Grade Advisory Listing, and the Student Roster-Fall Collection. The Ninth Grade Success Initiative Program Evaluation for Cycles 6, 7, and 9 provided the individual student results of participation in the program. Levels of significance were set at the .05 level. The findings of this study indicated that no statistically significant relationship existed between participation in the credit recovery program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, TAKS Mathematics results, and advancing from 9th to 10th grade. It was concluded that further study would be needed to determine the most effective means for providing academic assistance to ninth grade students. digital.library.unt.edu/ark:/67531/metadc4431/
Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science
This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures. digital.library.unt.edu/ark:/67531/metadc30425/
The Effects of Premenstrual Syndrome Symptomatology on Marital Satisfaction
Access: Use of this item is restricted to the UNT Community.
Many women reporting PMS symptoms state their symptoms affect their mood, social, and family functioning. This study attempted to provide clinicians with information to assist in psychotherapeutic intervention, by determining the effect PMS has on marital satisfaction. Nineteen female subjects reporting PMS symptoms and their partners completed the study. The Marital Satisfaction Inventory - Revised (MSI-R) and the Moos Menstrual Distress Questionnaire-Form T (MDQ-form T) were used to determine if the nineteen couples reported marital distress as a result of the women's cyclical premenstrual symptoms. The results of the study suggested that the women and their partners, report high levels of marital distress that is not reflective of the cyclical nature of the PMS symptomatology. Scores on the MSI-R for the subjects and their partners indicated the couples perceived level of distress in the t-50 to t-70 range on scales 3-8 is consistent throughout the menstrual cycle. The couples reported higher levels of marital distress than would be the expected norm, suggesting that PMS may be a contributing factor to the level of distress they reported experiencing. This study did not include a control group, which would have provided a norm for couples who do not report PMS by which to compare the MSI-R scores. digital.library.unt.edu/ark:/67531/metadc4253/
The Great Debate continued: Does daily writing in kindergarten lead to invented spelling and reading?
Access: Use of this item is restricted to the UNT Community.
Many children in the United States cannot read on level by fourth grade. Traditionally, teachers have delayed reading instruction until first grade. However, involving children sooner in literary activities may provide skills needed to enable them to read on grade level. The purpose for this study was to determine the extent to which daily writing in kindergarten influences the development of invented spelling and learning to read. Five teachers modeled writing with 78 kindergarten children who wrote every day or almost every day for 20 weeks. There were 51 children in an experimental group, and 27 in a control group who were given a pretest and a posttest using the Observation Study (Clay, 1993). Results from a mixed model ANOVA indicated a significant difference between the control group and the experimental group on the Dictation Task F (1, 76) = 11.76, P≤ .001 and the Writing Test F (1, 76) = 4.33, P≤ .01. Results from a z-Test of dependent proportions indicated there were significant differences in the reading levels of the control group from the pretest to the posttest (z = 7.51, P ≥ .05) because (z = 7.51, Zcv = 1.96). The experimental group results from pretest to posttest were also statistically significant (z = 6.48, P ≥ .05) because (z = 6.48, Zcv = 1.96). At the end of kindergarten 82.35% of the experimental group was reading, while only 48.15% of the control group was reading. This research indicates that if kindergarten children are encouraged to write daily and use invented spelling there is a greater possibility they will enter first grade reading. digital.library.unt.edu/ark:/67531/metadc5520/
Influence of Physically Active Leisure Participation on Obesity in Youth with Spina Bifida
Childhood obesity and resulting secondary complications in youth with disabilities are occurring in epidemic proportions, due in part to a trend of physical inactivity. The purpose of this study is to report the prevalence of overweight, the leisure time activity patterns, and the association between frequency of physically active leisure participation and body mass index for age, in a sample of 50 youth with spina bifida, ages 4.5 to 17.9 years. Results indicate that 52% of the sample are classified as at risk of overweight or overweight; 36% were male and 16% were female. The top five leisure time activities and team sport participation are identified. Subjects who did not use a wheelchair for ambulation participated significantly more in physically active leisure than subjects who used a wheelchair. Future research and rationale for physically active leisure as an intervention for youth with spina bifida are discussed. digital.library.unt.edu/ark:/67531/metadc4690/
Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered.
The study used a survey design to ascertain the levels of knowledge and attitudes of special education and non-special education preservice and inservice teachers towards students with different sexual orientations. The results of this study are based on 408 responses from preservice and inservice teachers enrolled at seven institutions of higher education within North Carolina, Virginia, and the District of Columbia offering teacher training programs in regular and/or special education. Two previously developed instruments were used to measure dependent variables in this study. Koch's modified version of The Knowledge about Homosexuality Questionnaire developep by Harris, Nightengale & Owen was used to measure the dependent variable of the preservice and inservice teacher's knowledge about homosexuality. Herek's Attitudes Toward Lesbians and Gay Men (ATLG) measured the dependent variable of attitudes towards homosexuals. The study found no significant differences reported mean scores for knowledge or attitude of homosexuality among the teacher groups surveyed: (a) special education preservice teachers, (b) non-special education preservice teachers, (c) special education inservice teachers, and (d) non-special education inservice teachers. Neither gender nor age were found to be factors in measures of knowledge or attitude of preservice or inservice teachers. Receiving prior instruction in serving the needs of GLBT students, or with a focus GLBT issues, contributed to higher levels of knowledge and more positive attitudes. This research identified current levels of knowledge and attitudes of preservice and inservice teachers towards GLBT youth, and this information may help outline areas of possible changes necessary in teacher preparation programs, research, and policy. digital.library.unt.edu/ark:/67531/metadc6147/
Social skills and problem behavior assessment of general and special education vocational students
Access: Use of this item is restricted to the UNT Community.
The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found. digital.library.unt.edu/ark:/67531/metadc2561/
Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training
This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills. The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI). Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale. digital.library.unt.edu/ark:/67531/metadc2538/
A comparison of five robust regression methods with ordinary least squares: relative efficiency, bias and test of the null hypothesis
Access: Use of this item is restricted to the UNT Community.
A Monte Carlo simulation was used to generate data for a comparison of five robust regression estimation methods with ordinary least squares (OLS) under 36 different outlier data configurations. Two of the robust estimators, Least Absolute Value (LAV) estimation and MM estimation, are commercially available. Three authormodified variations on MM were also included (MM1, MM2, and MM3). Design parameters that were varied include sample size (n=60 and n=180), number of independent predictor variables (2, 3 and 6), outlier density (0%, 5% and 15%) and outlier location (2x,2y s, 8x8y s, 4x,8y s and 8x,4y s). Criteria on which the regression methods were measured are relative efficiency, bias and a test of the null hypothesis. Results indicated that MM2 was the best performing robust estimator on relative efficiency. The best performing estimator on bias was MM1. The best performing regression method on the test of the null hypothesis was MM2. Overall, the MM-type robust regression methods outperformed OLS and LAV on relative efficiency, bias, and the test of the null hypothesis. digital.library.unt.edu/ark:/67531/metadc5808/
Factors that influence teacher turnover in Texas: Correlations with variables from the academic excellence indicator system for the year 1998-99
The teacher shortage problem is a national and state concern. In 1998, the Texas State Board of Education Certification reported that school districts in Texas had to hire teachers to fill over 63,000 vacancies. Teacher resignations, other than retirement, contributed to over 46,000 teachers who left the profession about 19 % of the state's total teacher workforce. A significant number of Texas teachers left the profession in the first five years. The National Commission on Teaching and America's Future (1996) called the attrition of new teachers a chronic problem for American schools. Reducing the teacher shortage in Texas must begin with reducing the teacher turnover rate. Most studies concerning teacher attrition or turnover either address salary, or working conditions. Many of the studies deal with affective and subjective data regarding teacher turnover. The studies on teacher turnover often do not address quantifiable data collected uniformly across districts. Few studies address a comprehensive set of quantitative data to determine the variables associated with teacher turnover. This study addressed teacher turnover through quantitative research of data from the Texas Academic Excellence Indicator System (AEIS) with multiple analysis to provide insights to teacher turnover conditions and trends. The population for the study included all 1042 Texas school districts, and 61 Charter schools. The Academic Excellence Indicator System (AEIS) was used to determine the variables and supply data for the study. The study addressed only district data not individual school or campus data. The data captured for this dissertation were analyzed using descriptive statistics, correlational methods, and regression tools of research. digital.library.unt.edu/ark:/67531/metadc2817/
A comparative analysis of the effectiveness of three different GED preparation programs
The purpose of this study was to identify effective instructional programs for GED tests preparation for students in a large suburban school district. Three different nonrandom, unequal naturally occurring instructional groups at three different locations were examined. One group participated in a traditional instruction program, a second group in a test/retest program, and a third group in a computer-assisted program. The demographics of the district population, the GED population, and the individual study groups were catalogued and analyzed. The demographics of the GED population were similar to the district population but different from the GED passers. Student characteristics did affect GED success. Both quantitative and qualitative data were gathered. Random students in each of the three groups were interviewed about their experiences in GED preparation using a questionnaire. Quantitative data were analyzed using frequencies, means, correlations, and a multiple regression analysis. Since the GED credential is an alternative to the high school diploma, its use as a dropout alternative is important to every school district. The study found that instructional methods had little impact on students' success in receiving the GED credential. The overall success rate of students was low in each group. The student's reading achievement score, GPA, and IQ score were predictors of GED tests success. Little research has been done in the area of GED instruction; perhaps this lack of work is due to the known limited effectiveness of GED preparation. Districts hoping to build effective GED programs should screen students prior to admission to a GED program. High school GED instruction seems to be effective for students likely to be successful in the regular school setting but in need of an immediate credential because of pregnancy or parenting or the need to work full-time or the desire to begin college study. Districts should also design programs to help disenfranchised students in the regular program remain in school. digital.library.unt.edu/ark:/67531/metadc2805/
Burnout Among Student Affairs Professionals at Metropolitan Universities
Access: Use of this item is restricted to the UNT Community.
The purpose of this study was to determine the level of burnout among student affairs professionals at the 52 U.S. member institutions of the Coalition of Urban and Metropolitan Universities. Packets containing the Maslach Burnout Inventory (MBI), the Moos Work Environment Scale (WES), and a demographic survey were mailed to 371 senior student affairs administrators at the member institutions, with a completed response rate of 58.22%. The senior student affairs administrators surveyed included the chief student affairs officers and the professional staff who reported to them. The research design employed t-tests, analyses of variance, and Pearson's Product Moment correlations. The scores obtained from the MBI and WES subscales were compared overall and along 9 independent variablestitle of position, size of institution, appointment, salary, years in current position, years in profession, age, gender, and highest degree attained. Average levels of burnout were found on each of the MBI subscores. Contrary to earlier studies, women did not suffer from statistically significant higher levels of burnout than men, and burnout levels decreased with age and years in the profession for both sexes. Lower scores on the MBI depersonalization subscale were found in employees in mid-career and in professionals from smaller schools. Emotional exhaustion was not a factor. Environmental factors relating to burnout and job satisfaction were also explored. Statistically significant differences on the WES were found on all of the independent variables except the years in the current position variable. The metropolitan environment may have been effective in reducing the amount of burnout felt by this group of student affairs professionals. The study underscored the need for continuing research in burnout for student affairs professionals and for continued professional development throughout the career span. digital.library.unt.edu/ark:/67531/metadc2835/
Virginia Carter Smith: Her Career and Contributions to Advancement in Higher Education
Access: Use of this item is restricted to the UNT Community.
Most research studies of women in the college and university advancement profession measure the number of women in advancement positions, report their corresponding salaries and reflect on the differences between male and female employees in the same position. Little research explores how women achieve high ranking advancement positions and very few provide an analysis of the characteristics, influences and careers of successful female advancement professionals. This dissertation describes the life and work of Virginia Carter Smith, founding editor of the Council for Advancement and Support of Education's award winning publication CURRENTS. The career and contributions of Virginia Carter Smith are relevant and helpful to advancement professionals in colleges, universities and K-12 institutions. This study explores Smith's formative years as a child, describes her educational and extra-curricular preparation and identifies individuals who influenced her life and provided direction for her future. It also examines Smith's role in the formation and direction of CASE and CURRENTS. Smith successfully launched CURRENTS in 1975 when few women held senior-level positions in advancement-related fields. With Smith's contributions, CASE became the dominate professional organization for advancement professionals working in educational institutions, and CURRENTS continues to be an exemplary professional development periodical for individuals working in advancement. This study also examines how Smith promoted qualified individuals, particularly women, to senior-level positions in colleges and university advancement offices. Hundreds of women and men in the profession claim that Smith's served as a role model or mentor to them. Smith contributed to the increase of women in advancement offices nationally over the last twenty years. Her high standards for herself and for other development officers helped professionalize the field for everyone. digital.library.unt.edu/ark:/67531/metadc2449/
Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities
Access: Use of this item is restricted to the UNT Community.
This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU). The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research. Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions. The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences. digital.library.unt.edu/ark:/67531/metadc2482/
Parents' beliefs and knowledge regarding child development and appropriate early childhood classroom practices
Access: Use of this item is restricted to the UNT Community.
The intent of this study was to assess low-income parents knowledge and beliefs regarding child development and appropriate classroom practice and to compare their responses with those obtained from a previous survey of upper-income parents (Grebe, 1998). This study group (N=21) consisted of parents or guardians with children in a federally subsidized child-care center. Results indicated a high level of knowledge regarding developmentally appropriate practice and child development. Overall, there were no significant differences in the knowledge between the two income-levels, however, responses to several questions revealed slight differences in beliefs. digital.library.unt.edu/ark:/67531/metadc2468/
Comparative Analysis of Intensive Filial Therapy with Intensive Individual Play Therapy and Intensive Sibling Group Play Therapy with Child Witnesses of Domestic Violence
The purpose of this study was to determine the effectiveness of Intensive Filial Therapy in: (a) improving the self-concept of child witnesses of domestic violence; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety and depression, of child witnesses of domestic violence; (c) reducing externalizing behavior problems, such as aggression and delinquency, of child witnesses of domestic violence; (d) reducing overall behavior problems of child witnesses of domestic violence; and (e) increasing communication of empathy between mothers and child witnesses of domestic violence. A second objective of this study was to compare the effectiveness of Intensive Filial Therapy with Intensive Individual Play Therapy and Intensive Sibling Group Play Therapy with child witnesses of domestic violence. The experimental group consisted of 11 child witnesses of domestic violence whose mothers received 12 Intensive Filial Therapy training sessions within a three week period and had 12 mother-child play sessions. The Intensive Individual Play Therapy comparison group, consisting of 11 child witnesses, and the non-treatment control group, consisting of 11 child witnesses, were utilized from the Kot (1995) study. The Intensive Sibling Group Play Therapy comparison group was utilized from the Tyndall-Lind (1999) study. Children in all studies completed the Joseph Preschool and Primary Self-concept Screening Test and the Child Behavior Checklist. Mothers who received Intensive Filial Therapy training conducted pretest and posttest play sessions for the Measurement of Empathy in Adult-Child Interaction. Analyses of Covariance revealed the children in the experimental group significantly increased in self-concept, and significantly reduced overall behavior problems. A comparison of t-test scores of the pretests and posttests revealed mothers in the experimental group significantly increased communication of empathy to their children. digital.library.unt.edu/ark:/67531/metadc2696/
A Study of the Effect of School-Sponsored, Extra- Curricular Activities on High School Students. Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average
This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement. digital.library.unt.edu/ark:/67531/metadc2879/
A study of freshman interest groups and leadership practices at Texas Woman's University
Access: Use of this item is restricted to the UNT Community.
This study investigated the level of leadership practices and retention rates of freshman students at Texas Woman's University. The data for the study were collected using the Leadership Practices Inventory, Student Version. The sample for the study consisted of 151 freshman students. The students were each placed in one of three control groups. Group A students (the treatment group) were in the Neighbors Educated Together Program (NET). Group B students (control group) were in one of two university-sponsored programs (COLORS or University 1000), and Group C students (control group) were the residual group of first-time college freshmen. These three groups were surveyed prior to their participation in the NET program or a university-sponsored program and again at the end of 14 weeks. In addition, retention rates were examined on the 12 class day of the spring semester. The study found statistically significant differences (p <. 05) on the pretests and posttests between Group C, residual students, and the other two groups on the Enabling the Followers to Act subscale, the Inspiring a Shared Vision subscale, and Encouraging the Heart subscale. Group A, NET students, and Group B, COLORS/University 1000 students, showed no statistically significant differences between groups. The difference from the residual group could indicate that students who self-select into programs such as NET, COLORS, and University 1000 are more likely to engage in practices measured by the subscale prior to enrollment in the respective programs. No statistically significant differences were found on the Challenging the Process or Modeling the Way subscales. The lack of significance shows that there are no differences in practices for any of these groups prior to enrollment at the university or as a result of participation in a university-sponsored program such as NET, COLORS, or University 1000. A chi-square test was performed following the 12 class day for the Spring 2001 th semester. Approximately 89% of the students in Group C Residual, 97% of Group B COLORS/University 1000, and 91% of Group A NET were retained. The chi- square frequency test revealed no statistically significant differences in level of retention between groups. digital.library.unt.edu/ark:/67531/metadc2837/
The importance of leadership: an investigation of presidential style at fifty national universities
Leadership has been studied as an essential component for success in business, government, and military environments. However, the optimal style of leadership in university settings remains unclear. Transformational leadership style has been proposed as efficient for universities, however some experts have argued that transformational leadership is actually counterproductive at academic institutions. Increasing public scrutiny of university leaders has also raised the question of presidential leadership style. One manifestation of this scrutiny is the U.S. News & World Report (USNWR) annual college ranking. To resolve the uncertainty regarding effective leadership style the present study was designed to address the following research questions: 1. Is there any relationship between a top tier ranking in the USNWR and a particular leadership style? 2. Is there agreement among top administrators at the ranked institutions regarding the style of leadership exhibited by their university president? The proposed study answers these questions through the analysis of data gathered utilizing the Multifactor Leadership Questionnaire. The survey instrument was sent to three top administrators at the top 50 ranked national universities according to USNWR. A score was derived which provided a quantitative assessment of transformational, transactional or laissez-faire leadership styles. In addition, a satisfaction score was determined. The key results of the study show: 1) transformational leadership was found in 56% to 74% of the rated presidents; 2) transformational leaders were found to induce the greatest satisfaction; 3) transactional leadership style was exhibited 24% of the time, and laissez-faire leadership was found among 8% of the presidents; 4) laissez-faire leadership was noted significantly more frequently among universities ranked from 40 - 50 according to the USNWR; and 5) there was no statistical agreement among the administrators surveyed.In conclusion, the findings of this study indicate that transformational leadership is the most satisfactory style of leadership among these national universities. The rating of transformational university presidents as highly satisfactory demonstrates the success of presidents with these leadership skills. digital.library.unt.edu/ark:/67531/metadc2628/
Juvenile Justice Sentencing: Are There Alternatives?
Access: Use of this item is restricted to the UNT Community.
Research indicates that states have implemented juvenile justice reforms to enact harsher punishments, to transfer greater numbers and younger juvenile offenders to adult criminal court, and to restrict discretion of the juvenile court judges. Social science studies have found that harsher punishments, transfers to adult criminal court and other measures do not work, but that comprehensive approaches which address the numerous major factors contributing to juvenile offending have been successful. This study examined the legal status of the juvenile justice system by focusing upon ten diverse sample states and analyzed the social science research on factors contributing to juvenile offending and on prevention, treatment, and rehabilitation approaches. The study was accomplished by legal research, qualitative social science research, and analysis of both. Findings indicated: a) state statutes require and allow adult punishment of juvenile offenders, transfer of juvenile offenders to adult criminal court, and direct filing of charges against juveniles in adult criminal court; most states begin these proceedings at age 14, some have no age minimum; b) social science research indicates numerous factors contribute to juvenile offending with most of the factors categorized into the major factors of early antisocial behavior, deviant peers, parents and family, sociomoral reasoning, biological factors, and violence which interact with each other creating a complicated web; and c) prevention, treatment, and rehabilitation efforts should be comprehensive, multidimensional and multimodal addressing the interacting major factors contributing to juvenile offending and the needs of the juvenile, the family, and the home environment. Implications include the need for legislators to access the social science research to craft legislation and programs which are effective. Suggestions for improvement include collaboration within communities and with knowledgeable and committed social science professionals and educators. Areas suggested for further research include education of the public, the media, and stakeholders; long term follow-up on promising programs; design and improvements in approaches based upon the social science research; meeting the needs of the juvenile, the family, and the home environment; and study of how the factors may differ for disabled juveniles. digital.library.unt.edu/ark:/67531/metadc2664/
The effect of leadership training on manufacturing productivity of informal leaders
The purpose of this study was to determine if leadership training, given to informal leaders, had a positive effect on manufacturing productivity. The leadership attributes of informal leaders were assessed using the Leader Attributes Inventory (LAI). Furthermore, the performance of informal leaders was measured using the Leader Effectiveness Index (LEI). Non-management employees from various departments in a manufacturing facility were placed in one of four experimental groups. A Solomon four-group experimental design was employed. A one-group pretest-posttest design was used to control threats to internal validity. The one-way analysis of variance procedure (ANOVA) was used to determine if there were statistically significant increases in manufacturing productivity of informal leaders. Findings suggested that training increased the manufacturing productivity of informal leaders. The increased productivity indicated that leadership training could help manufacturing facilities increase their productivity without capital expenditures. Findings did not indicate a statistically significant difference in leadership attributes. Findings also suggested there were no significant differences in the manufacturing productivity between employees with high leader attributes and low leader attributes. Based on this study, leadership training, given to non-management employees, may yield gains in manufacturing productivity. digital.library.unt.edu/ark:/67531/metadc2715/
The message and ministry of Howard G. Hendricks in Christian higher education
Howard G. Hendricks influenced generations of leaders in Christian education during the last half of the 20th century through the practical communication of his unique message and the personal nature of his teaching ministry. This study explored his life through interpretive biography, compared his message with current models of secular and religious education, and evaluated his ministry through case study research. Hendricks has contributed to the field of Christian higher education through the publication of several books and periodical articles, as well as film series, audiotapes, and videotapes. He has presented thousands of messages across America and in over 75 countries worldwide. Hendricks has spent his entire 50-year educational career at Dallas Theological Seminary, teaching in the classroom, mentoring his students, and modeling positive values of Christian leadership. Chapter 1 introduces the study, explains the purpose and significance of the project, and defines key terms. Chapter 2 describes the methodology employed for the study. Chapter 3 provides an interpretive biography of Hendricks, and chapter 4 compares the educational philosophy of Hendricks with secular and Christian models. Chapter 5 examines the ministry of Hendricks in a case study approach. Chapter 6 summarizes the study and offers conclusions and implications for future research. digital.library.unt.edu/ark:/67531/metadc2791/
istance-Mediated Christian Higher Education: Student Perceptions of the Facilitative Nature of Selected Instructional Development Factors
A national survey was conducted to assess student perceptions of the helpfulness of specific instructional development factors in a distance education print-based program. Participants were all students who had successfully completed at least one distance education correspondence course with Global University or were currently enrolled in their first course. Instructional development factors studied included lesson openers, lesson outlines, lesson artwork, written objectives, amount of information presented before a study question is asked, typographical features, graphic art, study questions, answers to study questions, self tests, and unit progress evaluations. Basic demographic information was collected and survey respondents located their perceptions of instructional development factor helpfulness both on a Likert scale and on a rank-order scale. Respondents also were asked for comments on the instructional development factors studied. Differences among respondent groups were examined. Major findings include a tiered ranking by all groups showing formative evaluation factors to be the most helpful, content organization and presentation factors next most helpful, and visual enhancement features (graphic art, typographical design) the least helpful. Overall, perceptions of the facilitative nature of the instructional development factors were similar among most groups. Older students seem to focus more on organization while younger students exhibit a balance between their perceptions of the facilitative nature of content and testing. Students enrolled in their first course perceive several of the formative evaluation factors to be less helpful than do more experienced students while at the same time perceiving content pacing to be more helpful than do more experienced students. digital.library.unt.edu/ark:/67531/metadc2784/
Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population
The Wide Range Assessment of Memory and Learning (WRAML) is a relatively new instrument used in the assessment of memory in children. The purpose of this study was to examine the validity of the WRAML by comparing the performance of children on both the WRAML and the Woodcock-Johnson Tests of Cognitive Ability- Revised (WJTCA-R). Subjects for the study were children in treatment for a brain tumor at a regional children's medical center. Fifty children participated in the study ranging from ages 6 to 17. A multiple regression analysis was conducted to determine which of four selected clusters from the WJTCA-R would have the highest correlation with the Verbal Memory Index (VERI) from the WRAML. The Short-Term Memory (GSM) cluster had the highest correlation ( r = .82) as predicted. A Pearson's product-moment correlational analysis was conducted between the Visual Processing (GV) cluster from the WJTCA-R and the Visual Memory Index (VISI) from the WRAML. GV was found to have a high positive correlation ( r = .63) with VISI. A similar analysis was conducted between the Long-Term Retrieval (GLR) cluster from the WJTCA-R and the Learning Index (LRNI) from the WRAML. GLR was found to have a high positive correlation ( r = .81) with LRNI. Finally, a correlational analysis was conducted between the Broad Cognitive Ability (BCA) scale from the WJTCA-R and the General Memory Index (GENI) from the WRAML. A high positive correlation ( r = .87) was found between these most global measures from the two batteries. The observed correlation between BCA and GENI was much higher than anticipated. The author concluded that neurological impairment had affected subject memory and intellectual functioning in similar ways. The results do not generalize to children who have not had similar decrements in cognitive functioning. Future research should establish a baseline correlation between the two instruments with a non-impaired population. digital.library.unt.edu/ark:/67531/metadc2700/
The Effect of Faculty Development on Active Learning in the College Classroom
Access: Use of this item is restricted to the UNT Community.
This study examined the effect of active learning seminars and a mentoring program on the use of active learning teaching techniques by college faculty. A quasi-experimental study was conducted using convenience samples of faculty from two private Christian supported institutions. Data for the study were collected from surveys and faculty course evaluations. The study lasted one semester. Faculty volunteers from one institution served as the experimental group and faculty volunteers from the second institution were the comparison group. The experimental group attended approximately eight hours of active learning seminars and also participated in a one-semester mentoring program designed to assist faculty in application of active learning techniques. Several individuals conducted the active learning seminars. Dr. Charles Bonwell, a noted authority on active learning, conducted the first three-hour seminar. Seven faculty who had successfully used active learning in their classrooms were selected to conduct the remaining seminars. The faculty-mentoring program was supervised by the researcher and conducted by department chairs. Data were collected from three surveys and faculty course evaluations. The three surveys were the Faculty Active Learning Survey created by the researcher, the Teaching Goals Inventory created by Angelo and Cross, and the college edition of Learner-Centered Practices by Barbara McCombs. The use of active learning techniques by the experimental group increased significantly more than the use by those in the convenience sample. No statistical difference was found in the change of professors' teaching beliefs or the course evaluation results. digital.library.unt.edu/ark:/67531/metadc2762/
Personality Type Preferences of Juvenile Delinquents
The purpose of this study was to identify and explore personality characteristics of juvenile delinquents, to compare those characteristics with those of the general population, and determine if there are significant differences, as measured by the Myers-Briggs Type Indicator (MBTI), between the personality characteristics of juvenile delinquents and the general population. Juvenile delinquents who were adjudicated into a Texas Youth Commission facility in North Texas were subjects for this study. Participants included 186 males who ranged in age from 14 years to 20 years. Statistical analyses were performed for each of the research questions. When comparing MBTI scores of juvenile delinquents to the general population, significant differences were found on the dichotomous scales, temperaments, function pairs, and types. All type preferences are represented within the juvenile delinquent population. The MBTI can be useful in responding to the education and rehabilitation needs of juvenile delinquents. Knowledge of personality type can help caregivers meet the needs of juvenile delinquents. Understanding personality type preference can serve to provide a deeper understanding of the behaviors that lead to adjudication of juvenile delinquents. A discovery of the types of adolescents who are adjudicated could lead to preventive measures, early detection, and early intervention for students at risk of becoming juvenile delinquents. digital.library.unt.edu/ark:/67531/metadc2653/
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. digital.library.unt.edu/ark:/67531/metadc4190/
The relationship between the TeacherInsight™ interview scores and student performance as measured by the Texas Growth Index.
In their efforts to make the selection and hiring process more efficient, school administrators utilize teacher selection instruments such as the Web-based TeacherInsight™ assessment tool (The Gallup Organization, Princeton, NJ). Tools such as these instruments are now used regularly by school systems across the nation to assess teachers regarding their knowledge, talents, skills, attitudes, and values. According to Gallup, the TeacherInsight is a predictor of teacher talent and is based on 12 themes. This study utilized 132 elementary and secondary teachers and approximately 4,500 students currently enrolled in Grades 3 through 11 to determine if the TeacherInsight is a predictor of student achievement. This study considered: (1) the relationship between the TeacherInsight and student achievement as measured by the Texas Growth Index (TGI); (2) the relationship between teacher characteristics (years of experience, level [primary or secondary], gender, age, degree) and the TeacherInsight instrument; (3) the relationship between teacher characteristics (years of experience, level [primary or secondary], gender, age, degree) and student achievement as measured by the TGI; and (4) the relationship between student classifications (limited English proficient, economically disadvantaged, at-risk) and student achievement as measured by the TGI. The analyses found a very weak positive relationship between the TeacherInsight and student achievement using the TGI in the subjects of English/ reading and math. Additional analysis based on levels (primary and secondary) between TeacherInsight scores and TGI values were not significant. Teacher characteristics were poor predictors of scores on the TeacherInsight. Of the characteristics, years of teaching experience was the strongest predictor of scores on the TeacherInsight. Although the overall analyses indicated significant relationships, they were very weak for both English/reading and math. Teacher characteristics were also poor predictors of student achievement. Again, the overall analysis indicated a significant but weak relationship for both English/reading and math. When considering the relationship between student classifications of LEP, economically disadvantaged, and at-risk, only at-risk had a weak relationship to student achievement. The findings provide little support to the validity of TeacherInsight in terms of its ability to predict student achievement scores and its usefulness as a tool for the selection of teachers by school systems. Until more extensive research is completed on the TeacherInsight and its impact on student achievement, no definitive answers for school systems can be made. Suggestions and recommendations for future studies are provided in the discussion section. digital.library.unt.edu/ark:/67531/metadc3952/
Reactions and learning as predictors of job performance in a United States Air Force technical training program
This study is based on Kirkpatrick's (1996) four level evaluation model. The study assessed the correlation between and among three levels of data that resulted from evaluation processes used in the U.S. Air Force technical training. The three levels of evaluation included trainee reaction (Level 1), test scores (Level 2), and job performance (Level 3). Level 1 data was obtained from the results of a 20 item survey that employed a 5-point Likert scale rating. Written test scores were used for Level 2 data. The Level 3 data was collected from supervisors of new graduates using a 5-point Likert scale survey. The study was conducted on an existing database of Air Force technical training graduates. The subjects were trainees that graduated since the process of collecting and storing Levels 1 and 2 data in computerized database began. All subjects for this study graduated between March 1997 and January 1999. A total of 188 graduates from five Air Force specialties were included. Thirty-four cases were from a single course in the aircrew protection specialty area; 12 were from a single course in the munitions and weapons specialty area; and 142 were from three separate courses in the manned aerospace maintenance specialty area. Pearson product moment correlation coefficients were computed to determine the correlation coefficients between Levels 1 and 2; Level 1 and 3; Level 2 and 3 for each subject course. Multiple linear regression was used to determine the relationship between the composite of Levels 1 and 2 and Level 3. There were significant correlation coefficients between Levels 1 and 2 and Levels 2 and 3 for only one of the five courses. The linear regression analysis revealed no significant correlation using the composite of Levels 1 and 2 as a predictor of Level 3. digital.library.unt.edu/ark:/67531/metadc2259/
Bias and Precision of the Squared Canonical Correlation Coefficient under Nonnormal Data Conditions
This dissertation: (a) investigated the degree to which the squared canonical correlation coefficient is biased in multivariate nonnormal distributions and (b) identified formulae that adjust the squared canonical correlation coefficient (Rc2) such that it most closely approximates the true population effect under normal and nonnormal data conditions. Five conditions were manipulated in a fully-crossed design to determine the degree of bias associated with Rc2: distribution shape, variable sets, sample size to variable ratios, and within- and between-set correlations. Very few of the condition combinations produced acceptable amounts of bias in Rc2, but those that did were all found with first function results. The sample size to variable ratio (n:v)was determined to have the greatest impact on the bias associated with the Rc2 for the first, second, and third functions. The variable set condition also affected the accuracy of Rc2, but for the second and third functions only. The kurtosis levels of the marginal distributions (b2), and the between- and within-set correlations demonstrated little or no impact on the bias associated with Rc2. Therefore, it is recommended that researchers use n:v ratios of at least 10:1 in canonical analyses, although greater n:v ratios have the potential to produce even less bias. Furthermore,because it was determined that b2 did not impact the accuracy of Rc2, one can be somewhat confident that, with marginal distributions possessing homogenous kurtosis levels ranging anywhere from -1 to 8, Rc2 will likely be as accurate as that resulting from a normal distribution. Because the majority of Rc2 estimates were extremely biased, it is recommended that all Rc2 effects, regardless of which function from which they result, be adjusted using an appropriate adjustment formula. If no rationale exists for the use of another formula, the Rozeboom-2 would likely be a safe choice given that it produced the greatest number of unbiased Rc2 estimates for the greatest number of condition combinations in this study. digital.library.unt.edu/ark:/67531/metadc5361/
Computer supported collaboration: Is the transfer of cognitive structures mediated by mode of communication?
The objective of this study was to observe evidence of structural transfer among subjects in a group problem-solving activity and determine whether mode of collaborative technology or use of a priming agent affected the nature of transferred structures. Evidence for structural transfer is found in three theoretical perspectives: organizational ditransitive (linguistic) verb structures, adaptive structuration theory, and mental model transfer theory. Dependent variables included various grammatical structures and coefficients derived from pretest and posttest scores on David Kolb's Learning Styles Inventory, modified for the experiment. The combination of changes in grammatical frequencies and learning style may suggest that one or more media or the priming agent may affect structural transfer. Results indicate that groups using the GroupSystems™ collaborative technology produced less overall linguistic content than did subjects using a generic chat system, but employed more complex language as indicated by frequency of the organizational ditransitive verb structure. Also, subjects supplied with an organization chart (priming agent) during the group problem-solving session experienced greater change on the learning styles inventory than did those participating in the session without the chart. These findings suggest that mode of communication and use of priming agents may contribute positively or negatively to the transfer of structures among group members. Researchers, collaborative system designers, organizational leaders, trainers & educators, and frequent collaborative technology system end-users should be aware of these potential affects. Suggestions for future research are provided. Relationship of theoretical foundations of structural transfer to constructivism is discussed. digital.library.unt.edu/ark:/67531/metadc3162/
Comparisons of Improvement-Over-Chance Effect Sizes for Two Groups Under Variance Heterogeneity and Prior Probabilities
The distributional properties of improvement-over-chance, I, effect sizes derived from linear and quadratic predictive discriminant analysis (PDA) and from logistic regression analysis (LRA) for the two-group univariate classification were examined. Data were generated under varying levels of four data conditions: population separation, variance pattern, sample size, and prior probabilities. None of the indices provided acceptable estimates of effect for all the conditions examined. There were only a small number of conditions under which both accuracy and precision were acceptable. The results indicate that the decision of which method to choose is primarily determined by variance pattern and prior probabilities. Under variance homogeneity, any of the methods may be recommended. However, LRA is recommended when priors are equal or extreme and linear PDA is recommended when priors are moderate. Under variance heterogeneity, selecting a recommended method is more complex. In many cases, more than one method could be used appropriately. digital.library.unt.edu/ark:/67531/metadc4242/
A comparative analysis of traditional versus block and accelerated block scheduled high schools over an eight-year period in a large urban school district
This study compared traditional, A/B and accelerated block scheduling and its effects on student achievement and attendance by comparing the differences in student outcomes observed before and after the adoption of block/accelerated block schedules. The independent variable was the use of time in a block-scheduling model. The dependent variables were student outcomes measured by nine indicators based on the Academic Excellence Indicator System in Texas: student attendance, graduation rate, dropout rate, percentage of students taking advanced courses, percentage of students passing all Exit-level Texas Assessment of Academic Skills tests, percentage of students taking College Admissions Tests, mean SAT total score of those students who took the SAT, mean ACT total score of those students who took the ACT, and percentage of students who are at or above criterion on the SAT or ACT of those students taking the SAT or ACT. Data from archival files from the Texas Education Agency's Academic Excellence Indicator System for each respective year of the eight-year longitudinal study was collected. Scheduling models (traditional, alternating block and accelerated block) were investigated. The sample was drawn from the student population of a large urban school district in north central Texas, a district serving approximately 77,000 students. The district has twelve regular high schools serving students in grades nine through twelve. All twelve regular high schools were included in this study. The indicators were analyzed using SPSS multivariate and univariate analysis to compare the means, regression line slopes, and regression line intercepts for each type of schedule: traditional only, traditional prior to A/B block change, traditional prior to accelerated block change, A/B block, and accelerated block. The regression line, slopes, and intercepts were based on separate regression analysis where a school year was used to predict the AEIS indicators for each type of schedule. With the exception of graduation rate, significant difference was found for all dependent variables. digital.library.unt.edu/ark:/67531/metadc2883/
The impact of computer assisted instruction on sensory cognitive factors in literacy learning.
The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented. digital.library.unt.edu/ark:/67531/metadc4380/
A Study Of Correlations Between Learning Styles Of Students And Their Mathematics Scores On The Texas Assessment of Academic Skills Test
The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were: 1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics? 2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics? The Pearson Product Moment Correlation coefficient and the Point-biserial correlation analysis was applied to the data collected from 500 fifth grade students attending a North Texas Intermediate school. The significance level was established at the .05 level. Part of the data was the student's responses to the Learning Style Inventory by Dunn, Dunn and Price. The findings established that the learning style preferences of all students in the area of persistence significantly impacted their math achievement scores. Gender and ethnicity were mitigating factors in the findings. These learning style preferences significantly impacted achievement in the following ways: * Caucasian students' preference of a high level of persistence in completing a difficult task. * Hispanic students' preference for a warm learning environment and motivational factor of pleasing the teacher. * Afro-American students' preference for kinesthetic learning. * Female students' learning style preferences appear in: - the design of the learning environment - the need for intake of food and/or drink - a high level of responsibility - a high sense of self-motivation , of teacher and of parent motivation. * Male students' learning style preferences appear in: - a warm learning environment - a high level of responsibility - the need for intake of food and/or drink - a high sense of teacher and of parent motivation - a late morning learning In summary, the author suggests that supplying the teachers with information concerning students' learning style preferences will benefit student achievement. digital.library.unt.edu/ark:/67531/metadc2889/
Constructing transformative experiences through problem posing in a high school English research project.
This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading. digital.library.unt.edu/ark:/67531/metadc9919/
The Relationship Among Effective School Correlates, School and District Practices, and Exemplary Student Performance in Texas
The Texas Education Agency (TEA) annually rates campuses and districts on how well they meet standards of student performance. Since the high standard is so difficult for campuses and districts to reach, educators continually seek ways to improve student performance. The effective schools process is research-based and has stood the test of time. Descriptive statistics were used in this study to identify practices within the effective schools correlates that exemplary campuses implement. Campuses with long-term exemplary ratings were identified using the TEA data base. Campus site-based teams were surveyed using the More Effective Schools Staff Survey. Data was collected on elementary and secondary campuses with homogenous, diverse, economically advantaged, and economically disadvantaged student populations. District instructional leaders for those campuses completed a District Instructional Leader Survey to determine what practices districts implement to support their exemplary campuses. Findings from this quantitative study revealed what effective schools practices were highly evident on these exemplary campuses, regardless of diversity, economic status, district size, community type, property wealth, or location within the state. Findings also revealed that district leaders provide direction and support in the areas of (a) professional development; (b) beliefs, mission, and goals; (c) curriculum; (d) instruction; (e) assessment; and (f) site-based decision making. The research data imply that campus or district administrators can improve the performance of their students if the identified practices are implemented. digital.library.unt.edu/ark:/67531/metadc5195/
Texas Public School Principals' Application of Procedures in Identification and Prevention of Sexual Harassment
Access: Use of this item is restricted to the UNT Community.
The procedural survey on sexual harassment procedures sent to 300 Texas principals had a response rate of 48.3 %. The mean score on the procedural survey for all 300 principals was 69.30 %. Eighteen research questions were addressed in detail in Chapter 4. Only five showed a significant correlation or effect size. Question 5 asked if there was a correlation between gender and the mean score of the survey instrument regarding sexual harassment procedures. The mean score of women was significantly higher than men. Question 6 asked if there was a correlation between the number of students in a school and the mean score of the survey instrument regarding sexual harassment procedures. This revealed that a significant correlation appeared between principals who worked at larger schools. Question 10 asked if there was a correlation between the location of the school, whether rural, urban, or metroplex and the mean score of the survey instrument. Principals of urban and metroplex schools scored significantly higher. Question 13 asked if there was a correlation between the hours of sexual harassment training attended in the last year and the mean score of the survey instrument regarding sexual harassment procedures. The results of this analysis revealed that a correlation approaching a medium effect size of .237 was present. Question 18 asked if there was a correlation between the total number of hours a principal had attended training and the mean score of the survey instrument. Neither the Pearson's correlation or the Spearman's rho was statistically significant. However, due to the large variation in responses on the sum of hours of training about sexual harassment, it was suspected that there might be a covariate accounting for sub-populations within the principals who participated in the survey. For ages 30-43.5, as the number of total training hours increased, the mean score on the survey instrument also increased. There was no significantly statistical significance between the other age groups and the mean score on the survey instrument. The other thirteen research questions did not show a significant correlation to the sexual harassment procedural survey instrument administered to Texas principals. digital.library.unt.edu/ark:/67531/metadc3093/
FIRST PREV 1 2 3 4 NEXT LAST