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  Partner: UNT Libraries
 Department: Department of Technology and Cognition
 Decade: 2000-2009
Nontraditional students in community colleges and the model of college outcomes for adults.

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

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

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

Date: May 2005
Creator: Wang, Hsin-Yi
Description: A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
Contributing Partner: UNT Libraries
Establishing the utility of a classroom effectiveness index as a teacher accountability system.

Establishing the utility of a classroom effectiveness index as a teacher accountability system.

Date: May 2002
Creator: Bembry, Karen L.
Description: How to identify effective teachers who improve student achievement despite diverse student populations and school contexts is an ongoing discussion in public education. The need to show communities and parents how well teachers and schools improve student learning has led districts and states to seek a fair, equitable and valid measure of student growth using student achievement. This study investigated a two stage hierarchical model for estimating teacher effect on student achievement. This measure was entitled a Classroom Effectiveness Index (CEI). Consistency of this model over time, outlier influences in individual CEIs, variance among CEIs across four years, and correlations of second stage student residuals with first stage student residuals were analyzed. The statistical analysis used four years of student residual data from a state-mandated mathematics assessment (n=7086) and a state-mandated reading assessment (n=7572) aggregated by teacher. The study identified the following results. Four years of district grand slopes and grand intercepts were analyzed to show consistent results over time. Repeated measures analyses of grand slopes and intercepts in mathematics were statistically significant at the .01 level. Repeated measures analyses of grand slopes and intercepts in reading were not statistically significant. The analyses indicated consistent results over time for reading ...
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Ability Estimation Under Different Item Parameterization and Scoring Models

Ability Estimation Under Different Item Parameterization and Scoring Models

Date: May 2002
Creator: Si, Ching-Fung B.
Description: A Monte Carlo simulation study investigated the effect of scoring format, item parameterization, threshold configuration, and prior ability distribution on the accuracy of ability estimation given various IRT models. Item response data on 30 items from 1,000 examinees was simulated using known item parameters and ability estimates. The item response data sets were submitted to seven dichotomous or polytomous IRT models with different item parameterization to estimate examinee ability. The accuracy of the ability estimation for a given IRT model was assessed by the recovery rate and the root mean square errors. The results indicated that polytomous models produced more accurate ability estimates than the dichotomous models, under all combinations of research conditions, as indicated by higher recovery rates and lower root mean square errors. For the item parameterization models, the one-parameter model out-performed the two-parameter and three-parameter models under all research conditions. Among the polytomous models, the partial credit model had more accurate ability estimation than the other three polytomous models. The nominal categories model performed better than the general partial credit model and the multiple-choice model with the multiple-choice model the least accurate. The results further indicated that certain prior ability distributions had an effect on the accuracy ...
Contributing Partner: UNT Libraries
The effect of professional development training for secondary mathematics teachers concerning nontraditional employment roles for females

The effect of professional development training for secondary mathematics teachers concerning nontraditional employment roles for females

Date: August 2002
Creator: Delp, Don J.
Description: This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic ...
Contributing Partner: UNT Libraries
The relationship between training in learning style adaptation and successful completion of entry-level community college classes.

The relationship between training in learning style adaptation and successful completion of entry-level community college classes.

Access: Use of this item is restricted to the UNT Community.
Date: December 2002
Creator: Ferrell, Dawn M.
Description: The purpose of this study was to determine if there was a relationship between training in learning style adaptation and successful completion of community college courses. The rationale for conducting this study was based on the need for students to learn how to adapt their learning style in order to more effectively learn in any situation. It is also important that community colleges implement strategies that assist in student retention. The learning styles of entry-level community college students were measured using Kolb's Learning Style Inventory Version 3. Students enrolled in entry-level college courses at a small North Texas community college were studied. The Chi-square Test of Independence with a 2 x 2 design was employed. Findings indicated that there was no statistically significant difference in the relationship between students receiving training in learning styles adaptation and successful completion of entry-level college courses, and that students who attended a learning styles training session and those who did not attend a learning styles training session had an equal chance of succeeding in entry-level community college courses. Findings also indicated that students with Accommodating and Assimilating learning styles are less likely to successfully complete an entry-level college course than are students with Diverging ...
Contributing Partner: UNT Libraries
Assessing the efficacy of learning communities at four north Texas community colleges.

Assessing the efficacy of learning communities at four north Texas community colleges.

Date: August 2002
Creator: Dodd, Patricia M.
Description: This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in Higher Education. Recent studies have discussed the benefits of learning communities to student, faculty and institutions. As learning communities are gaining popularity, especially at the community college level, there is a need to determine if the learning communities are significantly different than freestanding classes. The College Classroom Environment Scales, developed by Winston, Vahala, Nichols, Gillis, Wintrow, and Rome (1989), was used as the survey instrument for this study. Using SPSS 10.1, a multivariate analysis of variance, (Hotelling's T2) was performed on five dependent variables: cathectic learning climate (CLC), inimical ambiance (IA), academic rigor (AR), affiliation (AF), and structure (ST), which yielded a significant difference. The independent variable was learning community compared to freestanding classes (group). Follow-up independent t tests were also conducted to evaluate the differences in the means between the two groups and to explore which dependent ...
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An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges

An Investigation into Motivations of Instructors Teaching Business and Technical Internet-Based Courses at Two-Year Colleges

Date: December 2002
Creator: Swartwout, Nansi. A.
Description: This research was conducted to determine why two-year community college instructors teach over the Internet. By understanding why these instructors teach over the Internet, colleges can recruit more instructors to teach using the Web thus allowing colleges to offer more Internet courses. They can also use the information to keep the instructors who are currently teaching over the Internet satisfied, and motivate them to continue to teach. To gather this information, a questionnaire was created and evaluated for reliability and validity during a pilot study. It was then sent to those instructors who taught over the Internet, and had their e-mails available on their campus Website. A 30.5% response rate (N=100) was achieved. The survey was divided into two sections, a demographics section and a Likert scale dealing with motivation. The Likert scale had six choices ranging from strongly agree to strongly disagree and 31 statements. The demographic data were reported and summarized. The Likert items were examined using factor analysis techniques, and a number of components were discovered. Eight components, made up of the 31 variables from the Likert scale were found using the factor analysis. The eight components in order are labeled: Technical and Computer Challenges, School Promotion, ...
Contributing Partner: UNT Libraries
Levels of resourcefulness and motivation as they relate to sales force success: An examination of correlates using the hope theory.

Levels of resourcefulness and motivation as they relate to sales force success: An examination of correlates using the hope theory.

Date: December 2002
Creator: Pool, Patricia W.
Description: This study sought to determine whether a relationship existed between individual salesperson's levels of goal-directed cognition and motivation and their professional success as determined by the percentage of sales goals achieved. Salespersons represented two companies with national sales forces: one from the financial services industry and one from the apparel manufacturing industry. Both groups of salespeople were responsible for complex selling tasks. The skill sets for these professionals included high levels of communication skills, extensive product knowledge, and competitive market knowledge. Survey research, both paper and pencil and online, was conducted using the Hope Scale developed by C. R. Snyder and associates (1991). Hope is defined as a two-dimensional construct of goal-directed thinking: resourcefulness, thoughtful planning to overcome obstacles to goals, and motivation, cognition to sustain momentum toward goal achievement. Theoretically, upon assessing salespersons' Hope scores, organizations would be better prepared to assist those with low Hope Scale Scores (HSS) in one of the two areas. Those with low resourcefulness scores could be trained in cognitive techniques to overcome obstacles to goal achievement. Those with low motivational scores would be identified for further analysis, from a developmental perspective, to better determine what personally initiates and sustains motivation to attain their ...
Contributing Partner: UNT Libraries
Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills

Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills

Date: December 2002
Creator: Robinson, Linda Marie McDonald
Description: This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. ...
Contributing Partner: UNT Libraries
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