UNT Theses and Dissertations - 145 Matching Results

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Faculty training and professional development programs designed to impact Web-based instruction in higher education: A faculty perspective.

Description: Web-based instruction has fast become a common component of higher education. Although such instruction began as a supplemental form of interaction, it has now become a basic aspect of many college courses and degree programs. If teacher and student are not in the same place at the same time, it becomes necessary to introduce a communications medium that will not only deliver information but also provide a channel of interaction between them. This study focused on faculty training and development programs designed to impact Web-based instruction in higher education at the five largest state-funded universities in Texas within a college of education. The instrument used in this study was developed by the research to collect data relating to faculty perception of training and development opportunities available to them at their institutions, perceptions of administrative support, and technical support. The objective was to determine if there was a relationship between these items listed above and faculty members' levels of confidence and perceptions of effectiveness when teach Web-based courses. The population consisted on 151 faculty members at the University of Texas at Austin, Texas A&M University, the University of Houston, the University of North Texas, and Texas Tech University. This research study suggests that full-time tenure track faculty members at the five largest state-funded universities in Texas perceive that the amount of formal training they have received increases their ability to teach Web-based courses effectively and that the amount of formal training received also increases their perceived level of confidence when teaching Web-based courses. The researcher discovered similar results when faculty members were asked about their perceived level of institutional commitment and current initiatives for teaching Web-based courses.
Date: May 2007
Creator: Greenwood, Joey
Partner: UNT Libraries

The Supply and Demand of Physician Assistants in the United States: A Trend Analysis

Description: The supply of non-physician clinicians (NPCs), such as physician assistant (PAs), could significantly influence demand requirements in medical workforce projections. This study predicts supply of and demand for PAs from 2006 to 2020. The PA supply model utilized the number of certified PAs, the educational capacity (at 10% and 25% expansion) with assumed attrition rates, and retirement assumptions. Gross domestic product (GDP) chained in 2000 dollar and US population were utilized in a transfer function trend analyses with the number of PAs as the dependent variable for the PA demand model. Historical analyses revealed strong correlations between GDP and US population with the number of PAs. The number of currently certified PAs represents approximately 75% of the projected demand. At 10% growth, the supply and demand equilibrium for PAs will be reached in 2012. A 25% increase in new entrants causes equilibrium to be met one year earlier. Robust application trends in PA education enrollment (2.2 applicants per seat for PAs is the same as for allopathic medical school applicants) support predicted increases. However, other implications for the PA educational institutions include recruitment and retention of qualified faculty, clinical site maintenance and diversity of matriculates. Further research on factors affecting the supply and demand for PAs is needed in the areas of retirement age rates, gender, and lifestyle influences. Specialization trends and visit intensity levels are potential variables.
Date: May 2007
Creator: Orcutt, Venetia L.
Partner: UNT Libraries

One-to-one technology and mathematics achievement for eighth grade girls and boys in the state of Maine.

Description: This study analyzed the eighth grade mathematics portion of the spring 2004 Maine Educational Assessment (MEA) achievement test and the survey questions that were also administered. The analysis was on a school-wide level (n = 182). The two survey questions used were: “Which statement best describes the use of calculators in your mathematics classes?” and "Which statement best describes how you use your laptop in mathematics class: getting data from the Web, finding mathematics problems online, creating graphs?" Correlational analysis, partial correlation, and regression were used to determine if there was any association between calculator usage, laptop usage, and mathematics achievement for girls and for boys in the first state-wide group of students to have one-to-one laptops in Maine. Calculator usage was found to be positively associated with mathematics achievement for both girls (partial correlation coefficient of .189 (p = .011)) and for boys (partial correlation coefficient of .193 (p = .010)) even after controlling for school size and socio-economic status. Though no significant association between laptop usage and mathematics achievement for either girls or boys was found, this may be more a reflection on the survey question being a weak measure than the usage of laptops. In a post-hoc analysis of findings, schools were rank ordered based on the average mathematics achievement score regardless of gender; the top 25% (n = 45) and the lower 25% (n = 45) of the schools were evaluated. In the top 25%, there was no statistically significant difference between school-wide girls' and boys' mathematics achievement scores. However, in the lower 25% of the schools, there was a statistically significant difference (p = .01) between the school-wide average of girls' and boys' mathematics achievement scores, with the girls' score being 1.49 points higher (p = .01, d = .447) than the boys'. Recommendations for ...
Date: May 2007
Creator: Overall, Theresa Lynne
Partner: UNT Libraries

Comparison of Evangelical Christian Children's God-Concepts and Logical Thinking Ability.

Description: God-concepts of 24 third to sixth grade evangelical Christian children were compared with the children‘s logical thinking abilities in a mixed-method study. Measurements included the Children‘s Interview and the Group Assessment of Logical Thinking (GALT). God-concepts among the children were Biblical, comforter, communicates, creator, empowering, protector, provider, purposeful, human characteristics, lives in heaven, male, counselor, God is Jesus, all-knowing, loving, perfect, powerful, real, and parental. The majority of concrete thinkers conceptualized God as a gracious guide. The majority of transitional thinkers viewed God also as a gracious guide as well as a distant divinity. Implications were given for religious educators to develop a model for age-appropriate instruction and curriculum and to equip parents to promote spiritual development with children at home.
Date: May 2007
Creator: Penick, Starrla
Partner: UNT Libraries

State and local level implementation of schoolwide positive behavior support: An examination of the Texas Behavior Support Initiative (TBSI).

Description: This study examined the current status of schoolwide positive behavior support efforts in Texas. The study specifically (a) examined the impact of statewide positive behavior interventions and supports (PBIS) training on the rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions of public schools in Texas; (b) investigated the overall effectiveness of schoolwide positive behavior support; and (c) determined the differences between rates of discipline records, in-school ¬suspensions, out-¬of¬-school suspensions, disciplinary alternative education placements, and expulsions in schools participating in the Texas Behavior Support Initiative (TBSI): Schoolwide PBS Project when compared with matching schools who did not participate in the project. This study demonstrated that schools can significantly reduce problem behavior in their schools when implementing PBIS with fidelity. Creating effective systems of PBIS required training, coaching, and on¬site technical assistance by trained and experienced PBIS facilitators.
Date: May 2007
Creator: Schultz, Edward K.
Partner: UNT Libraries

The historical significance of professional contributions of a leader in the field of emotional and behavioral disorders in special education: A qualitative case study of Richard J. Whelan.

Description: Historical documentation of the impact of PL 88-164 on the field of emotional and behavioral disorders (E/BD) and the development and implementation of teacher-training programs for children and youth identified as E/BD is limited. This study was designed to document the historical significance and professional contributions of Dr. Richard J. Whelan, Professor Emeritus, University of Kansas and his work in the development of teacher preparation training programs in the field of E/BD in institutions of higher education (IHE). The second purpose of this study was to document the legislative and program initiatives that have impacted the services, education, teaching, and research initiatives in the field of E/BD as interpreted by Dr. Whelan. The final purpose of this study was to examine the views of Dr. Whelan regarding the need for future developments in the field of E/BD. Legislative and policy efforts continue to change the climate in which children are educated. The field of special education relies on the efficacy of the training programs in IHE to provide appropriate teaching and research efforts in a manner that is consistent with the current needs of students with E/BD, their families, and the schools in which they seek to be educated. As this study revealed, understanding the history of the field, the foundational framework from which research and evidence-based practices have emerged, is paramount to forward movement in the field and necessary to the measurement of effective interventions and strategies in support of the students, their families, and those who choose this field as their lifework. It is the foundation from which educational theory is developed, researched, revised, and reflected.
Date: May 2007
Creator: Smythe, Carolyn N.
Partner: UNT Libraries

Use of Phillips's five level training evaluation and ROI framework in the U.S. nonprofit sector.

Description: This study examined training evaluation practices in U.S. nonprofit sector organizations. It offered a framework for evaluating employee training in the nonprofit sector and suggested solutions to overcome the barriers to evaluation. A mail survey was sent to 879 individuals who were members of, or had expressed an interest in, the American Society for Training and Development. The membership list consisted of individuals who indicated association/nonprofit or interfaith as an area of interest. Data from the survey show that training in the nonprofit sector is evaluated primarily at Level 1 (reaction) and Level 2 (learning). It also shows decreasing use from Level 3 (application) through Level 5 (ROI). Reaction questionnaires are the primary method for collecting Level 1 data. Facilitator assessment and self-assessment were listed as the primary method for evaluating Level 2. A significant mean rank difference was found between Level 2 (learning) and the existence of an evaluation policy. Spearman rho correlation revealed a statistically significant relationship between Level 4 (results) and the reasons training programs are offered. The Kruskal-Wallis H test revealed a statistically significant mean rank difference between "academic preparation" of managers with Level 3 evaluation. The Mann-Whitney U test was used post hoc and revealed that master's degree had a higher mean rank compared to bachelor's degree and doctorate. The Mann-Whitney U test revealed that there were statistically significant mean rank differences on Level 1, Level 2, Level 3, and Level 5 evaluation use with the barriers "little perceived value to the organization," "lack of training or experience using this form of evaluation," and "not required by the organization." Research findings are consistent with previous research conducted in the public sector, business and industry, healthcare, and finance. Nonprofit sector organizations evaluate primarily at Level 1 and Level 2. The existence of a written policy increases ...
Date: August 2007
Creator: Brewer, Travis K.
Partner: UNT Libraries

An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation.

Description: Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well ...
Date: August 2007
Creator: Lunce, Leslie Matthew
Partner: UNT Libraries

Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training.

Description: Web-based training has become a billion dollar industry in the United States. Electronically aided learning is viewed by many companies as a cost-effective way to deliver the up-to-date, up-gradable job-related training that the industry is demanding. This study sought to examine the relationship between learners’ satisfaction with online training as it relates to learner readiness, online features, and course relevance. The population for this study was adults seeking non-credit workforce training, specifically library professionals who were involved in web-based training through the Lifelong Education @ Desktop (LE@D) program at the University of North Texas, Denton. Online methods of training are used most extensively in the area of mandatory or compliance training, in which 35 % of training is conducted mostly or completely online. The total potential library population using LE@D product to date is approximately 4,000 unique enrollments nationwide. Participants were selected from a complete list of unique LE@D users over a 90-day period. A survey instrument was sent via e-mail to 514 enrollees who had completed a recent LE@D online training course. In total, 254 participants responded to the survey. Bivariate analysis of the variables using the Pearson product-moment correlation was used to determine the occurrence and strength of a relationship between each of the three independent variables and the dependent variable in order to test the three research hypotheses. A regression model was used to explain how significantly the three independent variables, that is, online features, learner readiness, and course relevance, would have an impact on learner satisfaction. Results suggest that learner awareness of issues surrounding online features, learner readiness, and course relevance have a statistically significant impact on the overall satisfaction of the Web-based training event. As companies continue to adopt eLearning as a training investment, attention should be given to the end-users experiences. Employee responses to ...
Date: August 2007
Creator: Morgan, Pamela Cope
Partner: UNT Libraries

Comparing outcome measures derived from four research designs incorporating the retrospective pretest.

Description: Over the last 5 decades, the retrospective pretest has been used in behavioral science research to battle key threats to the internal validity of posttest-only control-group and pretest-posttest only designs. The purpose of this study was to compare outcome measures resulting from four research design implementations incorporating the retrospective pretest: (a) pre-post-then, (b) pre-post/then, (c) post-then, and (d) post/then. The study analyzed the interaction effect of pretest sensitization and post-intervention survey order on two subjective measures: (a) a control measure not related to the intervention and (b) an experimental measure consistent with the intervention. Validity of subjective measurement outcomes were assessed by correlating resulting to objective performance measurement outcomes. A Situational Leadership® II (SLII) training workshop served as the intervention. The Work Involvement Scale of the self version of the Survey of Management Practices Survey served as the subjective control measure. The Clarification of Goals and Objectives Scale of the self version of the Survey of Management Practices Survey served as the subjective experimental measure. The Effectiveness Scale of the self version of the Leader Behavior Analysis II® served as the objective performance measure. This study detected differences in measurement outcomes from SLII participant responses to an experimental and a control measure. In the case of the experimental measure, differences were found in the magnitude and direction of the validity coefficients. In the case of the control measure, differences were found in the magnitude of the treatment effect between groups. These differences indicate that, for this study, the pre-post-then design produced the most valid results for the experimental measure. For the control measure in this study, the pre-post/then design produced the most valid results. Across both measures, the post/then design produced the least valid results.
Date: August 2007
Creator: Nimon, Kim F.
Partner: UNT Libraries

Intent to quit perceptions of nursing assistants working in Oklahoma state veterans administration-owned and administered nursing homes.

Description: The purpose of this study was to examine a select set of organizational variables and determine their relationship to nursing assistants' intentions to quit in state-owned veterans' long-term care facilities located across the United States. America's long-term care industry (e.g., nursing homes, assisted living facilities) is a multibillion dollar industry. Because the U.S. government is projecting a 250% increase in the elderly population, staffing these nursing homes and related facilities is a critical concern. A vitally important but often overlooked factor of the long-term care industry is employee turnover. Of the staff in long-term care facilities, the nursing assistant (NA) position is particularly susceptible to turnover. Approximately 80% of NAs who enter the workforce leave within the 1st year and many leave within the first 3 months of employment. Some facilities report that they are unable to accept new residents because of a lack of qualified NAs. While many studies have researched this issue, staff turnover in long-term care facilities remains a serious and widespread problem. This study provides a foundation for future research related to the perceptions of intentions to quit of nursing assistants (NAs) working in state-owned veterans long-term care facilities by providing primary data regarding NAs intentions to quit. Results of this study indicate that NA intentions to quit might be reduced provided that pay and rewards are increased, workplace violence is addressed, and better access to patient care plans is provided. This research is useful to state-owned and operated long-term care facilities by giving them additional insights into nursing assistants' intentions to quit perhaps resulting in lower rates of turnover. It is suggested that future research be performed using populations of individuals from other segments of the long-term care industry, mainly, for-profit institutional care nursing homes, and federally owned veterans long-term care facilities.
Date: August 2007
Creator: Wike, Christopher L.
Partner: UNT Libraries

Visual Cueing: Investigating the Effects of Text Annotation on Student Retention Rates

Description: This Study examines the grades of students using study skill methods and those who do not. The experiment consists of giving the treatment group the opportunity to use well- known study techniques. The Control group could only read the material. Both groups were given ten minutes to read a pre-selected text. The text consisted of an 1,807 word lesson on the, "Technical Training Management System." Each group was given five minutes to take a twenty item quiz. Fifty-five students in the control group were limited to only reading the material. Fifty-six students in the treatment group could choose between highlighting, note-taking, and underlining. The results of the test scores were compared using a t - test for dependent samples. One week later, the same students in each group were re-tested, using the same quiz they had taken earlier. Students had five minutes to review study material. Study material for the treatment group included the same material they had annotated earlier. The Results from each group wascompared. Efforts were made to avoid potential flaws in previous studies, thereby producing more viable results. Results of this study indicate there is no significant difference between the grades of students who use the aforementioned forms of text annotation and those who do not.
Date: May 2003
Creator: Brown, Ron
Partner: UNT Libraries

Participant's perceptions of online staff development and learning tools.

Description: This study analyzed participants in an online professional development and certification program can to see if they could predict the learning value of individual distance education tools. The Texas Center for Educational Technology (TCET) funded by the Texas Telecommunications Infrastructure Fund (TIF) designed the Technology Applications Certification Program (TACP). In the TACP, students are offered four graduate level classes which, when combined, meet the standards for the State Board for Educator Certification (SBEC) Technology Applications certification. The four courses that comprise the TACP are Computers in Education, Introduction to the Internet, Multimedia in Technology Applications, and Introduction to Video Technologies. The first course started in January 2002 with approximately 706 participants in 40 cohorts across the state of Texas. The TACP combines two different worlds of technology training. Half of the coursework was completed through asynchronous content and discussions, while the remaining classes were hands-on classes in local district computer labs. These face-to-face meetings enabled learners to get hands-on training with direct assistance. Between the online and face-to-face segments, a variety of learning tools were introduced to the participants. Participants were surveyed through the online Snapshot Survey in January and again in September.
Date: May 2003
Creator: Smolka, Jennifer
Partner: UNT Libraries

Perceived barriers to faculty participation in distance education at a 4-year university.

Description: The purpose of this study was to identify perceived barriers to faculty participation in distance education courses in a 4-year university. The literature review was divided into four general areas, each of which may act as a barrier to faculty participation; training, administrators, rewards/compensation, and faculty characteristics/demographics. The research population consisted of 570 faculty and 59 administrators from the eight UNT schools/colleges. Dr. Kristin Betts developed the survey instrument in 1998 for similar research conducted at the George Washington University. Analysis of the collected data revealed that there was no statistically significant relationship found between faculty characteristics and faculty participation in distance education. Faculty participants and administrators disagreed on which factors, from a list of 34 items, had motivated faculty to participate in distance education. Nonparticipants and administrators disagreed on which of the factors, if not available, would be barriers to faculty participation in distance education. Participants and nonparticipants disagreed regarding the level to which selected rewards and compensations had motivated faculty to participate, and the lack of which would inhibit faculty participation in distance education. Finally, 71% of the participants had participated or planned to participate in distance education training compared to only 33% of the nonparticipants. It is obvious that administrators and faculty do not place the same level of importance on motivational or inhibiting factors that may affect faculty participation in distance education. These results indicate that additional research should be accomplished to determine the basis for the disagreement among the three groups.
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Date: August 2003
Creator: Hebert, Janet Gwen
Partner: UNT Libraries

The impact of technical barriers on the effectiveness of professional development as related to a distance education system-based course: A case study in the Web World Wonders environmental science learning community.

Description: This study reports and discusses the impact of technical barriers on the effectiveness of professional development as related to a distance education system based course: a case study of the web world wonders environmental science learning community in Florida. The project involved 4th through 12th grade public school teachers learning how to use GPS readers, digital cameras, and Arc View software for the purpose of utilizing a Website that enabled remote Internet camera access in Florida State Parks. Under the supervision of Florida State University and the Florida Department of Education those teachers received professional development in techniques for developing lesson plans utilizing the equipment and software as stated above. Using the Concept Based Adoption Model, a description of the teacher's demographics, Levels of Use and Stages of Concern with relation to gender, age, teaching experience, and technological experience was examined. Technical barriers were identified and an explanation of how they were overcome in the process of receiving the professional development is reported.
Date: December 2003
Creator: Dawson, John L.
Partner: UNT Libraries

A qualitative analysis of the negative symptoms of schizophrenia interfering with academic and social success, and the exacerbators and diminishers of those symptoms.

Description: The Individuals with Disabilities Education Act (IDEA) mandates that public schools provide appropriate school programs and transition services for students with emotional and behavioral disorders (E/BD), and the law specifically names schizophrenia as a disability for which services are to be provided. To date, little, if any, research has been conducted on schizophrenia in the field of special education. New antipsychotic medications for schizophrenia are controlling the positive symptoms of hallucinations, illusions, and the severest of delusions, thus enabling these students to remain in school. However, many interfering negative symptoms remain (e.g., loss of goals, loss of former interests, cognitive regression). The purpose of this qualitative research study was to identify the negative symptoms of schizophrenia that interfere with a student's academic and social success, primarily within a school setting, but also as they affect functioning within the family and the student's transition into the community. In addition, specific factors that act as exacerbators or diminishers of these symptoms were identified through this study. Research participants included 5 students who developed schizophrenia from the ages of 12 to 22, their parents, and their teachers. They were interviewed using a semi-structured approach resulting in over 30 hours of taped interview data. Data were then analyzed for commonalities, patterns, and data triangulation among the participants. Significant similarities among interfering symptoms and factors that exacerbate and diminish symptoms were identified among the participants, resulting in study findings of potential use for future researchers and professionals in the fields of special and general education, counseling, and psychology. The study results include lists of symptoms, exacerbators, and diminishers, and explanations of the significant findings. Findings from this study provide information necessary for the development of effective interventions in academic remediation, social skill training, counseling, and transition planning for this special education population. Knowledge of symptoms ...
Date: December 2003
Creator: Flint, Paula J.
Partner: UNT Libraries

Analysis of Leadership Perceptions Using Multirater Feedback.

Description: Performance improvement intervention begins with assessment. How that assessment is interpreted can mean the difference between success and failure. Previous research of 360-degree feedback instruments has tried to reconcile the differences between multiple rater groups. Rather than searching for agreement, this research proposes to understand the meaning of the differences using multirater feedback. Individuals determine ratings based upon their own perspective and building upon the understanding of rater perspective may result in improved assessments. Data from an existing data set was processed using a second-order CFA in structural equation modeling. Covariance between the second-order factors and rater groups determined the difference in how each rater group perceived the leader.
Date: May 2004
Creator: Bradley, Thomas P.
Partner: UNT Libraries

Analysis of Perceptional Differences Among Department Chairs, Faculty, and Instructors Toward the Barrier to Using Multiple Teaching Strategies in Two-Year Technical and Community College Electronics Courses

Description: The purpose of this study was to identify and analyze perceptional differences among department chairs, faculty, and instructors toward the barrier to using multiple teaching strategies in two-year technical and community college electronics courses. The literature review focused on defining multiple teaching strategies and identifying and discussing four major perceived barriers to implementing them in the electronics classroom: student, resources, classroom environmental, and teacher training/teaching technology. The targeted population consisted of 150 out of 231 electronics teaching technical and community college department chairs, faculty, and instructors throughout the state of Texas. In actuality, the targeted population's breakdown consisted of 36 full-time electronics teaching department chairs, 96 full-time electronics teaching faculty and instructors, and 18 part-time electronics teaching faculty and instructors who were actively involved in the delivery of instruction in their respective schools. Analysis of the data revealed that: (1) there are no significant differences among the perceptions of department chair people, faculty, and instructors toward the four perceived barriers to implementing multiple teaching strategies in a post-secondary electronics program; and (2) there are no significant differences in the perceptions electronics faculty members categorized by years teaching experience toward each of the four perceived barrier categories to implementing multiple teaching strategies in a post-secondary electronics program. However, further research is needed to substantiate what other barriers exist that may have an impact upon utilizing multiple teaching strategies in two-year technical and community college electronics courses.
Date: May 2004
Creator: Hutyra, Jerry Emil
Partner: UNT Libraries

Enhancing skill maintenance through relapse prevention strategies: a comparison of two models.

Description: In a quasi-experimental field study, two posttraining interventions composed of relapse prevention (RP) strategies were compared and tested for the effects on participant transfer outcomes. Participant retention of training content, skill maintenance, use of relapse prevention strategies, and self-efficacy served as the dependent variables. Self-efficacy was also tested as a mediator between the experimental treatment levels and both participant skill maintenance and participant use of RP strategies. Participants (n = 39) included managers, directors, and supervisors from various departments within a multi-national telecommunications organization located in a large southern city. After participating in a four-hour leadership development training, two of the three groups participated in a 30-40 minute training where they received one of two RP interventions. One intervention included the steps of (1) identifying potential obstacles to positive training transfer, (2) predicting the first lapse to pretraining behavior, and (3) applying relevant coping strategies to thwart a lapse. The alternative RP intervention included the same steps in addition to a goal setting step. Descriminant descriptive analysis was used to test for group differences across the response variables and to identify on which variables the groups differed. Three separate regression equations were used to test for the mediating relationship of self-efficacy between the RP treatment levels and participant skill maintenance and participant use of RP strategies. Results indicated minimal, but non-statistically significant results between treatment levels and each of the response variables. Self-efficacy was not found to mediate the relationship between RP treatment level and participant skill maintenance or participant use of RP strategies, but did function as a strong predictor of both variables. Suggestions for future research include using additional motivational and efficacy variables to better explore group differences and including efficacy-inducing methods both in training design and as part of a transfer intervention to enhance training transfer. Further, ...
Date: May 2004
Creator: Hutchins, Holly M.
Partner: UNT Libraries

Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications

Description: Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.
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Date: May 2004
Creator: Chen, Kaili
Partner: UNT Libraries

A Deconstruction and Qualitative Analysis of the Consumption of Traditional Entertainment Media by Elementary-Aged Children Diagnosed with Emotional Disorders.

Description: This qualitative study examined whether a connection exists between children with emotional disorders consumption of traditional entertainment media and their subsequent vegative/anti-social classroom behavior. Research participants included six first-grade children diagnosed with an emotional disorder and their teacher. They were interviewed using a semi-structured approach. The students were observed in the natural setting of their classroom for a total of twenty-four hours, over a four-day period. Transcripts and classroom observations were analyzed, looking for connections between behavior and consumption of traditional entertainment media. Findings from this study concluded that these students used traditional entertainment media as a method of temporally escaping from the environment of their respective households.
Date: August 2004
Creator: Lowdermilk, John Lloyd
Partner: UNT Libraries

First-term Air Force medical service corps officers: Relationship between MBTI® and initial occupational placement to predict job satisfaction.

Description: The purpose of this study was to determine whether a relationship exists between the Myers-Briggs Type Indicator® (MBTI®) of first-term Air Force medical service corps (MSC) officers and their initial occupational placement matches (OCUPLACE MATCH), and, if so, whether this could it predict job satisfaction. The population consisted of 116 first-term Air Force MSC officers already assigned and working at their initial occupational placement. Statistical Package for the Social Sciences (SPSS®) computer software program was used for the statistical computation. Several techniques were used, including, frequency distribution, the Pearson product-moment correlation coefficient, and regression analyses, among others. Results showed a statistical significant correlation between the MBTI type of the first-term MSC officer matches and their initial occupational placement (OCUPLACE MATCH, r = .440, p < .01). Furthermore, results of a regression analysis showed no statistical significance for predication on job satisfaction (r = 492, F = .887, p < .05). Based on this study, the Air Force Personnel Center can match first-term MSC officers' personality type to an initial occupation placement; however, based on the second part of the hypothesis, prediction of job satisfaction may not be yield on less other aspects of the group are considered such as time in service, source of recruitment, initial occupation's location, etc.
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Date: August 2004
Creator: Edie-Korleski, Montserrat P.
Partner: UNT Libraries

Technology-mediated distance education used to prepare special education personnel.

Description: This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
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Date: August 2004
Creator: Mohr, John Darrell
Partner: UNT Libraries

An Assessment of Technology Learning Styles, Skills, and Perceptions Among Teachers of Grades Pre-Kindergarten Through Four.

Description: This study investigated whether a relationship exists between learning style and the self-reported technology-related needs, beliefs, stages of adoption, software expertise, and technology competencies of teachers in a large suburban school district. The Gregorc Style Delineator was used to identify dominant learning style, and the Snapshot Survey was used to measure technology-related needs, beliefs, stages of adoption, and software expertise. Technology competencies were measured using the Technology in Education Competency Survey. Data collected from 499 participants was included in data analysis. The study was conducted at each of the 12 elementary schools of a large suburban district in the Dallas-Fort Worth Metroplex. The findings suggest that there is a significant relationship between learning style and the technology-related needs, stages of adoption, software expertise, and competencies of teachers. The relationship between learning style and technology-related needs was significant at the p < .01 level. The relationships between learning style and technology-related stages of adoption, software expertise, and technology competencies were significant at the p < .05 level. Members of the abstract sequential [AS] learning style group reported having significantly fewer needs and significantly higher stages of adoption, software expertise, and competency than members of one or more of the other learning style groups. More research is recommended to determine whether these findings could be utilized to improve teacher staff development in the area of technology. Possible applications may include mentoring programs and the customization of training models to more closely match learning style profiles.
Date: December 2004
Creator: Brubaker, Douglas D.
Partner: UNT Libraries