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A comparative analysis of traditional versus block and accelerated block scheduled high schools over an eight-year period in a large urban school district
Date: 2001-08
Creator: McCumber, Patricia Morrison
Description: 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.
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The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist
Date: 1999-08
Creator: Beaird, Marilyn Miller
Description: This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience.
The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience.
Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner.
Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.
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Attitudes toward computer use and gender differences among Kuwaiti sixth-grade students
Date: 2000-08
Creator: Almahboub, Shafi Fahad
Description: Because computer use become more and more important in the educational environment, the attitudes of students toward computer may play an important role in their learning success. This study investigated the attitudes toward computers and gender differences of sixth-grade Kuwaiti students and examined the relationships between students attitudes toward computers and school, motivation/persistence, study habits, empathy, creative tendencies, and achievement in the Informatics field. The Computer Attitude Questionnaire (CAQ), translated from the English into Arabic Language for this study, was originally developed by Knezek and Miyashita for the Texas Center for Educational Technology (University of North Texas). The CAQ was administered to a random cluster sample of 10 public middle schools: (5 boys and 5 girls schools), with a total of 562 students, (265 boys and 297 girls), in the State of Kuwait during the academic year 1999-2000. The pilot test was conducted to calculate the reliability with Cronbachs alpha = .87 for the CAQ Arabic version. This study found positive attitudes toward computer use (mean = 3.31 on 4-point Likert-scale); however, girls had significantly more positive attitudes toward computers (mean = 3.36) than did boys (mean = 3.26). It also found statistically significant correlations between attitudes toward computers and school (r. = .149), motivation/persistence (r. = .459), study habits (r. = .371), empathy (r. = .308), creative tendencies (r. = .530), and achievement in the Informatics field (r. = .201). A statistically significant gender difference was found in the correlations between attitudes toward computers and empathy. Girls had a stronger correlation (r. = .405) than boys (r. = .215). This study also found that students who use computers at home (mean = 3.40) have more positive attitudes toward computers than did students who do not (mean = 3.22). The main conclusion of the current study is that students like to use computers, therefore, the researcher suggests that computer should be introduced for the students in the classrooms environment and to be integrated into the curriculum of all subject areas.
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An Analysis of Teaching Periodicals for Aging Education Content
Date: 2001-05
Creator: Wimsatt, T. Joy
Description: Ninety elementary public school teachers were surveyed to find out where they obtained their teaching ideas. Seven popular elementary-level teaching periodicals, dated 1989-1999, were analyzed for aging-related content, and compared with 27 of the National Academy for Teaching and Learning about Aging (NATLA) aspects of aging recommended for students' learning. Results indicate that public elementary teachers obtain their teaching ideas from various places: teaching institutes or workshops; other teachers; ideas or lessons they develop themselves; and teaching periodicals. A large percentage obtain lesson ideas from teaching periodicals that they browse or read. This finding may assist NATLA in making recommendations to particular editorial boards. Surprisingly, few teachers obtain their teaching ideas from state and local curricular mandates. When the periodical issues were analyzed, aging-related content was categorized in four ways: informational articles with selected teaching or learning activities; articles describing intergenerational programs or activities; book reviews with selected learning activities; and book review titles mentioning older adult characters. Category totals among the 7 periodicals were highest in book review titles mentioning older adult characters and book reviews with selected learning activities. The content was compared to NATLA's recommendations for students' learning. The findings were not significant. The aging aspect that appeared most often in book reviews with selected learning activities was that most living things have life cycles of patterned biological changes, and/or that death and disability can occur at any age. Whether we formally teach them about aging or not, children learn about it. Earlier studies indicate that even preschool children may stereotype the aging process and/or older adults. Curricular and instructional ideas provided in teaching materials, even in an informal format can provide education, which prepares children for real life experiences.
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A Descriptive Review and Analysis of the Creation and Development of an Advisory Program in an Inner-City Middle School
Date: 2001-05
Creator: Hunter, Matthew P.
Description: This study described and analyzed the development and implementation of an advisory program at one urban middle school. Development of the advisory program began during the 1997-98 school year. The implementation of the program was examined during the 1998-99 and 1999-2000 school years. This school site was chosen because of the in-depth research and planning of the program beyond the typical amount performed by many schools, and the wide-scale staff participation utilized in the program's development. In order to follow the processes of development and implementation, several models of change, innovation, and organizational analysis were used to provide focus for analysis of events that occurred during the three years of the program examined in this study. Data was collected in multiple manners. A complete review of school documents concerning the advisory program was performed, and over 50 percent of the faculty were interviewed through individual and team interviews. The findings of this study include various elements concerning the development and implementation of the advisory program. Data was collected and analyzed in three main categories including a) driving and resisting factors for beginning and implementing the program, b) processes used to plan, maintain and develop the program, and c) the periods in which the program became stable. Additional considerations were examined including the evaluation of the program, future possibilities for implementation, and staff roles in the program. Recommendations of the study include: limiting the focus of the advisory program; maintaining consistent goals; starting with a limited program; securing high staff participation; providing extensive time for planning; maintaining a high level of monitoring by administration and staff leaders; providing in-depth training; and, insuring that open lines of communication exist.
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A Study Of Correlations Between Learning Styles Of Students And Their Mathematics Scores On The Texas Assessment of Academic Skills Test
Date: 2001-08
Creator: Kopsovich, Rosalind D.
Description: 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.
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Elementary Teacher Attrition and Factors of Organizational Climate
Date: 2003-05
Creator: Cotten, Virginia E.
Description: As the United States faces a critical teacher shortage, it is important to examine all factors that may contribute to the revolving door of teacher attrition. This study explored the climate of elementary schools to determine if there was a correlation between teacher attrition and school organizational climate. Three basic research questions were addressed: 1) Is there a relationship between school organizational climate and teacher attrition? 2) Is a change in campus leadership related to school organizational climate? 3) Is there a relationship between a change in campus leadership and teacher attrition? Thirty-seven elementary schools were examined in terms of their individual teacher attrition rates and their climate survey scores. The data utilized in this study came from one school district's climate survey and teacher attrition rates for the 2000-2001 school year. The findings of this study indicate that factors of organizational climate may predict teacher attrition rates. Specifically, instructiona support may be related to teacher attrition. Major components of instructional support include principal behaviors, respect for teaching and learning, and communication with administrators. Teacher attrition was not related to principal experience. Also, principal experience was not related to factors of school organizational climate.
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An evaluation of student learning and engagement in a technology-enhanced algebra unit on slope
Date: 2000-08
Creator: Beck, Elaine K.
Description: The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this technology-enhanced unit on slope in algebra. Students showed statistically significant improvement in understanding slope and in transferring that concept to other situations. Since technology was only part of the unit presentation, the amount of learning attributed to the Topocam activities cannot be determined. However, students demonstrated a high degree of engagement in learning while working with the Topocam which suggests that the activities were a factor. A low correlation between students slope unit test scores and previous algebra performance may indicate that students who have not been successful in algebra were more successful in the technology-enhanced unit. Some variation was found between classes that could be attributed to other factors than the Topocam.
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The developmental stages of concern of teachers toward the implementation of the Information Technology curriculum in Kuwait
Date: 2000-08
Creator: Alshammari, Bandar S.
Description: Change is best carried out by individual teachers, and, thus, identifying and resolving teachers concerns about an innovation is imperative in guiding the change process to a successful point of implementation. The purpose of this study was to identify concerns that teachers experienced when implementing the Information Technology curriculum in all intermediate schools in Kuwait and to examine the relationships among teachers reported stages of concern and other factors, such as gender and experience. The stages of concern, one dimension of the Concerns-Based Adoption Model (CBAM), was applied to reveal teachers concerns. The Stages of Concern Questionnaire (SoCQ) and a demographic survey were completed by 248 respondents. The SoCQ measures seven stages of concern that reflect three dimensions: self (awareness, informational, and personal); task (management); and impact (consequence, collaboration, and refocusing Group profile analysis revealed that teachers had four high concerns related to collaboration, personal, refocusing, and informational stages. Teachers also reported low concerns at the management and awareness stages. Both females and males reported collaboration as their greater concern. Teachers with more years of experience reported higher impact concerns. The analysis of individuals peak concerns revealed that the majority of the respondents were adopters of the innovation. The analysis of the first highest and second highest concerns among teachers revealed the development of three patterns of concerns: self concerns, mixed concerns, and impact concerns. Results indicated that the majority of teachers were at the mixed-concern level. With more years of experience, teachers concerns shifted from self to task and finally to impact concerns. The results of concern analysis are consistent with Fullers theory of concern development. MANOVA revealed significant differences in means between females and males at management and refocusing stages. Females had higher concerns about management; males had higher refocusing concern. However, no significant relationship was found between experience and the reported stages of concern. For successful implementation, the concerns of teachers must be resolved. The CBAM including the SoCQ is recommended to KISITP coordinators as a diagnostic tool to facilitate change and to provide appropriate staff development. Suggestions were made for future research to continue validation of the SoCQ in Arabic cultures.
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Curriculum analysis in teacher preparation programs at the college of basic education in Kuwait
Date: 2000-08
Creator: Bufarsan, Fawzi A.
Description: Preparing quality teachers is a continuing issue and concern in discussions about the future of schools in many countries. This study described and compared the stated goals and perceived outcomes of teacher preparation programs at the College of Basic Education (CBE) in Kuwait. This information will assist educational decision makers in Kuwait to align teacher preparation at the CBE and decide what is needed to make the programs more effective. The study assessed the perceptions of knowledge, skills, and attitudes of student teachers, new teachers, and instructors toward the existing program at the CBE in Kuwait. The discussion of teacher preparation in Kuwait was used to set a cultural and historical context. The literature reviewed recommendations from the United States to develop a framework of five common standards for analyzing the teacher preparation curriculum: content knowledge, instruction, diversity, professional development, and field work. In addition, research and evaluation of teacher education programs were reviewed for perceptions of student teachers and new teachers about their preparation and for methodology. Document analysis techniques were used with current documents from four major teacher preparation programs in the CBE. Five standards from U.S. recommendations were also found in the CBE curriculum. However, the analysis suggested that the curriculum in Kuwait might increase attention to professional attitudes and use of new technologies to prepare teachers. A three-part questionnaire was developed based upon the questionnaires of Van Zandt, Smith, and Zelazek et al. The questionnaire was translated into the Arabic language, and 280 responses to the survey instrument were analyzed. Perceptions of pre-service teachers, new teachers, and instructors toward the existing curriculum at the CBE in Kuwait were positive (3.3 and higher on 5-point scale) toward preparation of teachers knowledge, skills, and attitudes. However, a significant contrast was found between groups in perceptions of knowledge and skills. Pre-service teachers were more positive than first-year teachers or college instructors in their perceptions. No significant differences were found in attitudes. Recommendations included a suggestion to the faculty at CBE for continuing the model of curriculum analysis from this study to evaluate and address possible improvements in the teacher preparation program, such as use of technology and more attention to professional attitudes. Replication of the study was also suggested for other colleges of education in the Middle East.
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