UNT Theses and Dissertations - 444 Matching Results

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Authors, Protagonists, and Moral Decision Making in Contemporary Young Adult Realistic Fiction: a Content Analysis

Description: The purpose of this study was to investigate if there is a difference in the way male and female authors of contemporary realistic fiction for young adults portray decision making by their male or female protagonists. Questions asked in the study were: (1) Do female writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for male protagonists involved in moral decision making? (2) Do female writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for female protagonists involved in moral decision making? (3) Do male writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for male protagonists involved in moral decision making? and (4) Do male writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for female protagonists involved in moral decision making? Content analysis was used as the method of collecting data. The sample consisted of 194 novels written from 1989 to 1998, 53 of which contained a moral dilemma. A discussion of the novels included examples of moral dilemmas, alternative solutions, dilemma resolutions, and resolutions based upon care or justice. Analysis of the data revealed: (1) Female writers employ an ethic of care and an ethic of justice for male protagonists involved in moral decision making. (2) Female writers prefer an ethic of care for female protagonists involved in moral decision making. (3) Male writers prefer an ethic of justice for male protagonists involved in moral decision making. (4) Male writers prefer an ethic of justice for female protagonists involved in moral decision making.
Date: August 1999
Creator: Ford, Peggy Kathleen Ollar
Partner: UNT Libraries

The International Newcomer Academy: A Case Study

Description: This initial investigation into the special program for English as a Second Language (ESL) students, the International Newcomer Academy (INA), examines and describes the nature of this new school in comparison with the nature of the Language Centers functioning in host schools as schools within schools. This study was prompted by the need to document perceptions, behaviors, and practices of all principal players, which might result in program improvement to benefit students. The primary goal for establishing this new school was to focus primarily on beginner limited English proficient (LEP) students so that the language centers would be relieved, and so do a better job of teaching intermediate and advanced LEP students.
Date: August 1997
Creator: Maduawuchukwu, Augustina Eberechukwu
Partner: UNT Libraries

The Perceptions of Site-based Management by the Principal

Description: The purpose of this study was to investigate the perceptions of principals who had served in their positions prior to and since the state-mandated implementation of site-based management. The study sought to determine if the state mandates impacted the principals' perceptions regarding the pre-existing site-based management in their district. The study also sought to determine relationships between support or lack of support and the principals' gender, age, ethnicity, years as principal, and educational level.
Date: August 1997
Creator: Wheat, Cynthia A. (Cynthia Ann)
Partner: UNT Libraries

A Comparison of Personality Types of Alternative and Traditional Campus Students

Description: The purpose of this study was to determine personality characteristics of students who are successful on traditional campuses and students who are successful on alternative campuses. With this knowledge, more students may be served on the traditional campus without the necessity for alternative education.
Date: August 1997
Creator: Tribble, Debbie Helton
Partner: UNT Libraries

A Study of the Effectiveness of Supplemental Instruction on Developmental Math Students in Higher Education

Description: This quasi-experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student test performance in a second-level developmental mathematics class in a four-year university setting. This research deviated from past research on Supplemental Instruction in that it examined effects of the program at the end of each test block rather than at the end of the course only. The quasi-experimental design was precipitated by an inability to control factors of participation and limited sample size. Test data were analyzed using analysis of variance; final course grades were analyzed using chi-square.
Date: May 1995
Creator: Stephens, Jan (Jan Ellen)
Partner: UNT Libraries

The Relationship of a Spiritual Calling to Motivation, Locus of Control, Burnout and Longevity in Teaching

Description: In this study, six research questions were addressed: (1) Does a teacher who has a spiritual calling have a different motivation (self, interaction, task) to his/her work than a teacher who does not have a spiritual calling? (2) Does a teacher who feels a spiritual calling have a different locus of control (internal, external) than a teacher who does not have a spiritual calling? (3) Does a teacher who has a spiritual calling have a different degree of burnout (emotional exhaustion, depersonalization, personal accomplishment) than a teacher who does not have a spiritual calling? (4) Does a teacher who has a spiritual calling have a different sense of voluntary commitment in the longevity of his/her work experience than a teacher who does not have a spiritual calling? (5) Is there a different concentration of teachers who have a spiritual calling in public or parochial schools? (6) Does the public or religious school affiliation make a difference in research questions #1 through #4? A Teacher Motivation Inventory was compiled using The Orientation Inventory by Bass, Rotter's Internal/External Locus of Control, Maslach Burnout Inventory by Maslach, Jackson, and Schwab, a Researcher-made Spiritual Calling Inventory, and longevity questions. Tukey HSD post hoc comparisons test and Chi-square Test of Independence were used. This study was conducted in the spring of 1994 in public, Baptist, Catholic, Lutheran and Jewish elementary schools. Teachers who scored in the upper third on the Spiritual Calling Inventory were categorized as having a spiritual calling to teaching. Teachers who had a spiritual calling had a significantly more internal locus of control, were less likely to depersonalize students, had greater personal accomplishment and were more likely to choose teaching again than those not having a spiritual calling. A spiritual calling had a significant relationship to some very meaningful, attractive qualities in ...
Date: December 1994
Creator: Zimmer, Katrina R. Nottingham (Katrina Rene Nottingham)
Partner: UNT Libraries

The Launching of an Accelerated School: A Case Study

Description: The purpose of this qualitative study was to explore the readiness, planning, training and implementation stages of staff development in the implementation of the Accelerated Schools Program in a suburban elementary school. The research questions focused on how the school became interested in the accelerated program; the steps that were taken to make the school ready to accept the program; the training made available to the staff, parents and students; how teacher approval and acceptance were achieved; and how the implementation was initiated and to what degree.
Date: May 1995
Creator: Montgomery, Alcynthia R. (Alcynthia Rose)
Partner: UNT Libraries

The Effects of an Interdisciplinary Program upon Students' Achievement, Attendance, and Attitude

Description: The purpose of this study was to investigate the effects of Project SAIL, a program designed to increase student achievement through interdisciplinary learning, upon the achievement, attendance, and attitude toward school of the ninth grade students who participated in it. The study also identified its benefits and liabilities from the perspective of teachers and students.
Date: December 1994
Creator: Jacob, Deborah Wester
Partner: UNT Libraries

A Comparative Analysis of College Academic Achievement between Graduates of Public and Private High Schools: a Study of the Freshman GPA

Description: This study reviewed the literature on the struggle for equal educational opportunity of the 1960s and 1970s, the reform movement of the 1990s, the public/private school debate of the 1980s and 1990s, the issue of school choice in the 1990s, and a brief history of private schools. The literature revealed that since the Supreme court's ruling, in 1954, on the unconstitutionality of separate-but-equal public schools and decisions on the separation of church and state, during the 1960s and 1970s, the number of and enrollment in private and parochial schools have grown steadily. This study was conducted on a sample of 14,242 students attending 17 colleges (15 private colleges and 2 public universities) to determine if there was a difference in their academic performance (GPA) at the end of their freshman year. The independent variables of the study were the size of the student's secondary school graduating class, the religious affiliation of the secondary school, the gender enrollment pattern of the secondary school, and the residential pattern of the secondary school. In addition, using the student's SAT score, an analysis was conducted to determine whether or not the student's first-year college GPA exceeded their GPA predicted by the SAT.
Date: August 1994
Creator: Blackstone, Warren J. (Warren Jay)
Partner: UNT Libraries

The Use of Nonfiction/Informational Trade Books in an Elementary Classroom

Description: The purpose of the study was to describe the use of nonfiction/informational trade books within a literature-based elementary classroom by students and the teacher. Using a qualitative ethnographic approach, the researcher became a participant observer in a third grade classroom during a two and one-half week thematic unit about the westward movement. Data were collected from field notes, audiotapes of class discussions and informal interviews, documents of students' work, photographs, daily observer comment summaries, and memos. These data were coded, analyzed for recurring patterns, and grouped together, resulting in grounded theory.
Date: August 1994
Creator: Briggs, Connie Craft
Partner: UNT Libraries

The Effect of Parent Involvement Training on the Achievement of Hispanic Students

Description: The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.
Date: December 1993
Creator: Davis, Lori Anne Jancuska
Partner: UNT Libraries

Early Childhood Educators' Beliefs and Practices about Assessment

Description: Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the controversy between standardized testing and alternative assessment. This research examined what early childhood educators in one north Texas school district believe about assessment of young children and what assessment methods they report using in their classrooms, as well as factors which influence those beliefs and practices. The sample for this study was 84 teachers who taught prekindergarten through third grade. An eight-page questionnaire provided quantitative data and interviews and the researcher's journal provided qualitative data.
Date: May 1994
Creator: Diffily, Deborah
Partner: UNT Libraries

Multiple Measures of the Effectiveness of Public School Montessori Education in the Third Grade

Description: The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.
Date: May 1994
Creator: Cisneros, Márelou Medrano
Partner: UNT Libraries

A Case Study of a School Superintendent's Decision Making in Initiating Year-Round Education in a Public School in Texas

Description: Using a case study approach, this investigation focused on the decision-making processes and leadership of a school district superintendent as he initiated and implemented the school restructuring effort of year-round education. The study was conducted during 1 school year period but was enhanced through a 3 year follow-up report. The research questions focused on the superintendent's decision-making processes and the impact that groups had on those processes. Questions also emerged during the data collection phase of the study about the superintendent's change-facilitation leadership behaviors. A Texas school superintendent committed to the implementation of year-round education was selected as the subject of this study. Data were collected for 1 school year by the participant observer who served as an unpaid intern to the superintendent. Data included field notes recorded during the day-to-day operations and interactions of the district, meetings which the superintendent attended, newspaper articles, district memoranda and documents, observation, and interviews. Field notes and interviews were triangulated with document analysis to identify patterns in the data and to identify the factors influencing the decision-making processes and the leadership behaviors of the superintendent.
Date: August 1994
Creator: Mefford, Ellyn Eckert
Partner: UNT Libraries

Principals' Perceptions of Organizational Practices and Decision Making Roles in Middle Level Schools

Description: The problem addressed in this study was whether middle level schools have adopted currently held research findings with respect to organizational structure and decision making processes promoted by the work of the Carnegie Foundation and various state agencies. Purposes included determining the perceptions of principals in schools utilizing interdisciplinary teams of teachers regarding the roles of principals and teachers in decision making processes, differences in campus performance on the Texas Assessment of Academic Skills and specific demographic variables in comparison to perceptions of principals in schools not utilizing interdisciplinary teams on these same questions.
Date: August 1994
Creator: Evans, Leslie P. (Leslie Paul), 1954-
Partner: UNT Libraries

The Effect of Professional Development in Performance Assessment on Mathematics Achievement and Attitude

Description: The problem of this study was to determine the effect of professional development in the use of performance assessment in fourth grade mathematics on student achievement and attitude toward mathematics. Achievement was measured by subtest and total mathematics scores on norm-referenced and criterion-referenced tests. Attitude was measured by a survey of student attitudes.
Date: May 1994
Creator: McAdoo, Penny Coyne
Partner: UNT Libraries

A Descriptive Study of Student Assistance Programs in the State of Texas

Description: The purpose of this study is to examine the four basic student assistance models and determine their distribution in Texas, describe the student assistance programs in place in public school districts in Texas including the program's goals, objectives and components, and explore the perceived effectiveness of student assistance programs as a viable means of drug and alcohol education for students enrolled in public school districts in Texas in kindergarten through twelfth grade.
Date: May 1995
Creator: Wright, Marilyn D. (Marilyn Diane)
Partner: UNT Libraries

An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas.

Description: The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test to be promoted to the 4th grade, and for 5th graders to pass the reading and math portions of the TAKS test to be promoted to the 6th grade. Beginning in spring 2008, 8th graders will also need to pass the reading and math portions of the TAKS test to be promoted to the 9th grade. The purpose of this study was to examine the academic performance of 3rd and 5th grade students who did not meet the passing standard on the TAKS test and were retained during the 2005-2006 school year. The population of this study included 33 3rd graders and 49 5th graders who were retained during the 2005-2006 school year due to not meeting the promotion requirements of the SSI. There was also a second population of 49 5th graders who were retained in 3rd grade during the 2003-2004 school year due to not meeting the promotion requirements of the SSI. These students were enrolled in the 5th grade for the first time during the 2005-2006 school year. Their TAKS scores were examined to see whether students were still benefiting from the year of retention in 3rd grade. Results for all populations were broken down by ethnicity and program codes. The results of the study showed a statistically significant gain in 3rd grade reading and 5th grade math scores. The 5th grade reading scores did have a statistically significant improvement even though the reading mean score was still below the minimum passing score even after a year of retention. A cross tabulation done on students who had been retained in 3rd grade due to SSI ...
Date: May 2007
Creator: Neblett, Pamela S.
Partner: UNT Libraries

An Analysis of Teaching Periodicals for Aging Education Content

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.
Date: May 2001
Creator: Wimsatt, T. Joy
Partner: UNT Libraries

An Analysis of a Title I Inclusive Middle School Program in Texas over a Three Year Period: A Case Study

Description: The purpose of this study was to describe a Title I inclusion program in a north Texas middle school, to evaluate the degree of its success as a high achieving program, and to analyze how closely it met the requirements of the Improving America's Schools Act of 1994. Data were collected from the learning facilitators and teachers at the middle school with the permission of the school district. This study began with extensive research on the nature of adolescents and the beliefs and characteristics of high achieving middle schools. It addressed the steps which were recommended in the literature to improve middle schools and benefit students that are at-risk of failing to master the curriculum at their grade level. The researcher concluded by reporting effective strategies being used in middle school at-risk programs. These are strategies noted by experts as successful in identified programs. The population for this study was seventh and eighth grade Title I students who attended middle school during the 1992-1993, 1993-1994, 1994-1995 and 1995-1996 school years. The data collected by the researcher are presented in two parts: the description of the Title I inclusion program; and the results of the Texas Assessment of Academic Skills tests in reading and math, the Shaw-Hiehle Math Tests, and the Gates-MacGinitie Reading Tests. Findings from this study suggest that the program met the requirements of a Title I program established by the federal government. The test scores for the middle school improved during the three years of the program. The Title I inclusion program met the requirements of the Improving America's Schools Act. Finally, the Title I students were successful working in classrooms with other students on challenging curriculum which met the State's content and performance standards. These findings have implications for other middle schools who are developing Title I ...
Date: May 1999
Creator: Restivo, Janet DiMaria
Partner: UNT Libraries

The Effectiveness of Institutionalization of a Curricular Change in Department of Defense Dependents' Schools

Description: In this study factors which affect the degree of implementation of a curricular change were examined to determine how well a specific curricular change was implemented in relation to the original intent. The change, Developmentally Appropriate Practice, was implemented in Department of Defense Dependents Schools, Germany Region, beginning in school year 1991-1992 in grades kindergarten through two. During school year 1993-1994, grade three began the transition to Developmentally Appropriate Practice. Several factors which influence teacher behavior during the implementation process were investigated to determine if there is a correlation between those factors and degree of implementation, the dependent variable. The independent variables in this study were school culture; administrators' leadership effectiveness; teacher concerns about the implementation; and teacher characteristics including age, years teaching experience, years experience in Department of Defense Dependents' Schools, and training. The degree of implementation, the dependent variable, was defined in terms of the extent to which teachers had changed their behavior to become congruent with behavior required by the change. Teachers were identified as high, moderate, or low implementers, based on classroom observations. One purpose of the study was to increase understanding of implementation by analyzing the factors which affect the behavior of teachers in the change process. A second purpose of the study was to add to the body of research that explains why so many educational changes fail to become established practice. To establish interobserver reliability, two observers rated teachers using the same protocol. The interobserver reliability coefficient found was reported at .9820. The participants in the study completed the Stages of Concern Questionnaire, the Administrative Effectiveness Survey, the School Culture Survey, and a demographic survey. The results were correlated with the Early Childhood Classroom Observation form. Amount of training was found to have a statistically significant positive relationship with degree of implementation (p=.006). ...
Date: December 1995
Creator: Colvin, Janet D. (Janet Delores)
Partner: UNT Libraries