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 Department: Department of Teacher Education and Administration
 Collection: UNT Theses and Dissertations
Preservice teachers' attitudes toward and knowledge about cooperative learning in Kuwait: A quasi-experimental study

Preservice teachers' attitudes toward and knowledge about cooperative learning in Kuwait: A quasi-experimental study

Date: December 2001
Creator: Al-Dawoud, Afeefa
Description: The issue of developing effective teacher preparation and professional programs by providing effective teaching and learning strategies to prepare teachers to teach in more challenging ways and change their old ways of teaching to more powerful ones has gained great attention around the world. Cooperative learning was one of the astonishing strategies introduced by many researchers to prepare effective teachers and to solve many educational problems. Teacher educators have taken different approaches to help teachers learn and change in powerful ways. They have focused on the knowledge and attitudes of teachers in promoting their adoption of new practices through educational courses, workshops, and training. After introducing the cooperative learning strategy through a training workshop, this study investigated the knowledge of and attitude of teachers at the College of Basic Education (CBE) in Kuwait towards cooperative learning as a new teaching and learning strategy. The literature reviewed the historical and practical use, theoretical roots, different models, and outcomes of cooperative learning. In addition, (1) teachers' knowledge and attitudes as factors affecting implementation and (2) preservice teacher preparation and training in the use of cooperative learning were reviewed. An attitude survey and a knowledge test were developed based on Bouas, (1993) survey ...
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Principals' Leadership Beliefs: Are Personal and Environmental Influences Related to Self-Efficacy?

Principals' Leadership Beliefs: Are Personal and Environmental Influences Related to Self-Efficacy?

Date: December 2008
Creator: Nye, Gary D.
Description: The purpose of this study was to determine if there was a relationship between principal self-efficacy and personal characteristics, school conditions, and professional preparation among a selected group of Texas, public school principals. The survey instrument included the Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Garies in 2004, and other items. The survey instrument was electronically distributed to a random sample of 965 Texas, public school principals. From that population, 289 principals completed the survey for a response rate of 30%. Statistical Package for the Social Sciences (SPSS) was used for the analyses which included descriptive statistics, correlations, and analysis of variance. Additionally, factor analysis and reliability were calculated for the PSES. The factor structure and reliability found in this study closely mirrored the results of earlier investigations, providing further support for the reliability and validity of the PSES. Out of 12 variables examined in relation to principal self-efficacy, a statistically significant relationship was found for gender, years of teaching experience, level, SES, parental involvement, and student discipline. However, all six of the statistically significant variables had a small effect size indicating limited practical significance. The results of this study support the need for continued research of principal self-efficacy ...
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Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text

Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text

Date: December 2001
Creator: Hubble, Winona Gaye
Description: This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom.
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The Reading Together™ cross-age tutoring program and its effects on the English language proficiency and reading achievement of English language learners.

The Reading Together™ cross-age tutoring program and its effects on the English language proficiency and reading achievement of English language learners.

Date: December 2004
Creator: Jennings, Cheryl
Description: This dissertation provides research and data based on a study of cross-age tutoring and its effects on English language proficiency and English reading achievement of English language learners. The subjects for the study included native Spanish-speakers enrolled in third-grade bilingual classrooms in four elementary schools. The research study focused on the implementation of Reading Together™, a cross-age tutoring program published by The Learning Together Company. The 30-session tutoring program is designed to help English-speaking students progress from decoding words to reading with fluency and comprehension through older students tutoring younger students in a one-to-one setting. This highly structured program is used to provide supplemental instruction to second and/or third-grade students. This study utilized a quantitative approach to compare the results of English language learners who participated in the Reading Together cross-age tutoring program and English language learners who did not participate in the program. A quasi-experimental design was used in the research study. In this design, the treatment group and the control group were selected using specific criteria. Both groups took a pretest and posttest, but only the treatment group received the intervention. The study also determined if there was a relationship between initial language levels and reading gains. The ...
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The relationship among teacher expectations, teacher attitudes toward the TAAS, and student achievement

The relationship among teacher expectations, teacher attitudes toward the TAAS, and student achievement

Date: December 2000
Creator: Sweatt, Shelley S.
Description: Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especially since no studies on teacher attitudes toward the TAAS test have been found. This correlational study measured teacher attitudes toward the TAAS and teacher expectations for students through data collected from a survey. Student achievement information was collected from averaged Texas Learning Index scores for students by classroom over a two year period. The sample consisted of 22 4th, 8th, and 10th grade reading and/or math teachers who had taught in the same Texas mid-sized, rural school district for at least two years. Frequency, percent, mean, and standard deviation were used to analyze the responses on the survey. A median score distinguished between high/low expectations and between positive/negative attitudes toward ...
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The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.

The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.

Date: December 2009
Creator: Tucker, Tommy Howard
Description: The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker® CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. Successmaker® CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression analysis utilized in this quasi-experimental design study predicted a negative and not statistically significant change in the percentage of students passing the mathematics TAKS exam (B = -.448, p > .05). SuccessMaker® use exhibited a very small effect size (r = -.04) and accounted for less than 1% of the change in passing percentage (r2 = .0016). Multiple regression model predicted a negative and statistically significant effect upon mathematics passing percentage by economic disadvantage percentage (B = -.211, p < .01). The 95% confidence interval for B ranged from -.365 to -.057. The large effect size correlation coefficient (r = -.51) accounted for 26% of the variance in the mathematics TAKS passing percentage (r2 = .26).
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The relationship between models of student laptop computer use and teacher instructional behavior

The relationship between models of student laptop computer use and teacher instructional behavior

Date: August 2001
Creator: Ashmore, Barbara A.
Description: This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with ...
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The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores

The Relationship Between TeacherInsight ™ Scores and Professional Development and Appraisal System Domain Scores

Date: May 2009
Creator: Novotny, Michael T.
Description: Many school districts and alternative certification programs use standardized interviews such as the TeacherInsight developed by the Gallup Organization. The TeacherInsight is a Web-based interview consisting of multiple choice and Likert-style items that produces a score between 0 and 100. The Gallup Organization claims that it helps hire the best teachers. The study analyzed the relationships between the TeacherInsight scores and the eight Professional Development Appraisal System (PDAS) domain scores for 527 teachers. The TeacherInsight scores produced a statistically significant correlation with only one of the eight PDAS domain scores. However, even that correlation (r = 0.14) was weak. All eight PDAS domain scores were only able to account for an additional 1.9% of the variance of TeacherInsight scores, above and beyond what was explained by the teachers' age, gender, years of experience, and highest degree earned. Another finding was that 47.4% of the teachers hired had TeacherInsight scores below the district recommended cutoff score of 67. The findings do not support the ability of the TeacherInsight to identify more effective teachers, based on Professional Development Appraisal System scores. The findings also cast doubt on the extent of consideration that principals in this district give the TeacherInsight scores during the ...
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The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers

The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers

Date: December 1997
Creator: Syrrakou, Ioanna
Description: Sixty Greek kindergarten teachers were surveyed regarding their teaching beliefs and practices using the Teachers Questionnaire based on guidelines recommended by the National Association for the Education of Young Children. A Varimax factor analysis produced four factors for the Teacher Belief Scale and five factors for the Instructional Activities Scale. Scores on developmentally appropriate factors were consistently higher than factors classified developmentally inappropriate. Correlation between appropriate beliefs and activities was significant (r = .470); correlation between inappropriate beliefs and practices was significant (r = .475). However, developmentally inappropriate beliefs were also positively correlated with developmentally appropriate practices (r = .537). Developmentally appropriate beliefs were not correlated with inappropriate practices. Results were discussed with possible theoretical and practical implications for future research and teacher development.
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The relationship of teacher efficacy to teacher concerns and job-embedded professional development.

The relationship of teacher efficacy to teacher concerns and job-embedded professional development.

Date: August 2008
Creator: Doughney, John F.
Description: As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran ...
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