UNT Libraries Digital Collections -- Search Results

Search Results

Showing Records: 1 - 4 of 4

List | Grid

	A study of the technology leadership of Texas high school principals. Date: 2004-05 Creator: Seay, D. Alan Description: Effectively integrating technology into school requires the presence of informed and visionary leadership. Past research on change in schools demonstrates the importance of the principal to that process. In that research it is obvious that the principal must possess more than skills and knowledge about the change, he or she must also possess leadership skills to lead the campus through the change. Despite this finding, very little research has been attempted to determine the leadership knowledge and skills of principals for technology integration. This study attempts to investigate the technology leadership of high school principals in Texas using the National Educational Technology Standards for Administrators (NETSA). In addition, this study compares technology leadership among principals who have attended the Technology Leadership Academy with those who have not attended this training. The two questions that guided this study are: (1) What are the technology leadership actions of Texas' high school principals in each of the six technology leadership standards identified by the NETSA standard document? (2) How are the technology leadership practices of high school principals who participated in the Technology Leadership Academy sponsored by TASA and TBEC different from those who have not participated in the training? Because no existing survey measured technology leadership using the NETSA, a 46-part survey document was created by the researcher. The survey contained multiple questions covering each of the six standards of the NETSA and was administered online. Descriptive statistics were used to answer the first research question. A MANVOA, using the combined mean scores for questions covering each NETSA standard as the dependent variable and the principal's participation in the Technology Leadership Academy as the independent variable, was run to provide answers to the second research question. The principals in this study scored highly in each of the six NETSA standards. The lowest combined mean score dealt with a principal's leadership and vision for technology. Descriptive statistics showed principals exhibited the highest combined mean score in the area of support, maintenance, and operations. Furthermore, the MANOVA indicated little difference between principals who attended the Technology Leadership Academy and those who did not attend. > more info

	Factors related to technology implementation of K-12 principals and teachers. Date: 2006-08 Creator: Moses, Rhonda René Description: The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals of three large suburban districts in the Dallas-Fort Worth Metroplex was included in data analysis. The findings suggest that differing leadership styles do play a role in the LoTi, PCU, and CIP scores among teachers. Based on descriptive statistics it was determined that teachers with "participating" principals had higher mean LoTi and PCU scores than those with "telling" and "selling" principals. The difference in the mean PCU scores was statistically significant (p<.05) for teachers with "selling" and "participating" principals. Results also showed there was a statistical significance (p<.05) in the mean PCU and CIP scores of teachers working for principals with weak and high adaptability. Due to the low number of principals participating in this study, there is a need to conduct the same research using a larger more diverse sample of principals. The majority of principals in this study had either a primary leadership style of "participating" and a secondary leadership style of "selling" or vice versa. A larger population of principals would hopefully allow for the study of additional leadership styles and their effect on teacher use and implementation of technology. > more info

	A study of computer technology use and technology leadership of Texas elementary public school principals. Date: 2006-05 Creator: Weber, Mark J. Description: The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETSA). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETSA standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETSA standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETSA standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on technology integration training and personal factors that may affect principals' technology leadership behavior and technology use. > more info \| UNT EUID Login Required

	Developing criteria for extracting principal components and assessing multiple significance tests in knowledge discovery applications Date: 1999-08 Creator: Keeling, Kellie Bliss Description: With advances in computer technology, organizations are able to store large amounts of data in data warehouses. There are two fundamental issues researchers must address: the dimensionality of data and the interpretation of multiple statistical tests. The first issue addressed by this research is the determination of the number of components to retain in principal components analysis. This research establishes regression, asymptotic theory, and neural network approaches for estimating mean and 95th percentile eigenvalues for implementing Horn's parallel analysis procedure for retaining components. Certain methods perform better for specific combinations of sample size and numbers of variables. The adjusted normal order statistic estimator (ANOSE), an asymptotic procedure, performs the best overall. Future research is warranted on combining methods to increase accuracy. The second issue involves interpreting multiple statistical tests. This study uses simulation to show that Parker and Rothenberg's technique using a density function with a mixture of betas to model p-values is viable for p-values from central and non-central t distributions. The simulation study shows that final estimates obtained in the proposed mixture approach reliably estimate the true proportion of the distributions associated with the null and nonnull hypotheses. Modeling the density of p-values allows for better control of the true experimentwise error rate and is used to provide insight into grouping hypothesis tests for clustering purposes. Future research will expand the simulation to include p-values generated from additional distributions. The techniques presented are applied to data from Lake Texoma where the size of the database and the number of hypotheses of interest call for nontraditional data mining techniques. The issue is to determine if information technology can be used to monitor the chlorophyll levels in the lake as chloride is removed upstream. A relationship established between chlorophyll and the energy reflectance, which can be measured by satellites, enables more comprehensive and frequent monitoring. The results have both economic and political ramifications. > more info \| Use restricted to UNT community