UNT Theses and Dissertations - 18,578 Matching Results

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The Effects of the Recapture Provision of Senate Bill 7 of 1993 Upon the Quality of Schools: an Analysis of Perceptions of Administrators in Both Chapter 41 and Chapter 42 Schools.

Description: The purpose of this 4-case study was to determine the significance of the effects of the recapture legislation in Texas upon the quality of schools as perceived by administrators in participating school districts, including those surrendering funds (Chapter 41) and those receiving funds (Chapter 42). The recapture provision requires districts above a designated level of property wealth to surrender excess funds to be appropriated to districts with property wealth below a designated level. The study solicited administrators’ perceptions in both district types as to whether the changes in funding have significantly affected the quality of their schools. Using University Scholastic League classifications as a guideline for size, 2 Chapter 41 districts, and 2 Chapter 42 districts, 1 small and 1 large of each type, were selected to participate. Variables included 5 indicators of schools quality that are repeatedly mentioned in literature concerning effective schools: curriculum, climate, leadership, facilities, and safety and security. A review of literature included the historical development of public school finance systems as well as studies of the effects of efforts to equalize funding upon both the financial health and academic performance of schools. A weak link or no link between funding systems and student performance or financial health was indicated. This study supported these conclusions with both Chapter 42 districts; however, there was a discrepancy between the perceptions of administrators in the two Chapter 41 districts, indicating a need for further study. The unique aspects of this study are that it solicited directly the perceptions of acting administrators and that it included administrators in districts receiving funds to determine how those funds are being used and whether they have a significant effect upon school quality.
Date: August 2008
Creator: Warren, Susanne Steele
Partner: UNT Libraries

The Effects of the Soil Conditioner, Superbio, Upon the Cellulose Decomposing Bacteria and the Crop Yield of a Soil

Description: The purpose of this investigation was to determine if a commercial soil conditioner, Superbio, can improve crop yield, and if the "advertised" soil improvement might be due to an increase in the activity and numbers of aerobic cellulose decomposing bacteria following treatment.
Date: August 1968
Creator: Gunn, Bruce Alan
Partner: UNT Libraries

Effects of the Texas Principal Excellence Program on Texas Principal Leadership Behavior and School Outcomes

Description: The purpose of this study was to examine the leadership and school outcome effects of the Texas Principal Improvement program; which authorized the School Leadership Pilot Program under Texas Education Code 11.203. The specific research questions were: What effects did participating in the Texas Principal Excellence Program in 2009-2010 have on participants and their schools? What changes in participants' self-reported and peer-observed leader behaviors occurred between the initial assessment at the onset of the program and the final assessment once the program was completed? What changes were experienced in school's passing rate on mathematics and reading TAKS in schools having the same principal for the two years in 2008-2009 (pre-participation) and 2009-2010 (post participation). The research used TxPEP participating principals who agreed to take part in the study. Principals and a selected group of people who worked with them completed a 360-degree leadership feedback instrument addressing nine leadership competencies at the beginning and end of the program. Paired samples t-tests were used to determine if changes from pre-participation to post-participation were statistically significant. When a statistically significant difference was found, effect size and confidence intervals were calculated to place the data in context. Multiple regression and propensity score matching were used to analyze TAKS data for the second question. The study found that principals believed they were better able to lead after the conclusion of the TxPEP program and that their self-ratings were statistically higher on each of the nine Texas Principal competencies. The results of the 360-degree assessment showed that the peer group felt as if the principals had a statistically significant improvement on three of the nine principal competencies. Regression analysis showed there were no statistically significant changes in the school wide percent passing rates on math or reading TAKS after completion of the TxPEP program. Longitudinal research ...
Date: May 2011
Creator: Fouche, Todd P.
Partner: UNT Libraries

The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates

Description: The purpose of this study was to examine special education populations, special education reading achievement, and regular education reading achievement in relation to the implementation of the Reading First three-tiered model as a response to Intervention platform. The population for this study focused on rural schools with Grades K-3 in attendance. Schools participated in the reading first grant period of the 2003-2009 school years. Forty-seven Texas Reading First schools were compared to 47 campuses having similar populations, socioeconomic makeups, and grade structures. This study utilized quantitative research measures to evaluate the level of special education populations on Reading First campuses using a response to intervention model. Quantitative measures were also used to evaluate those same campuses achievement rates of both special education and regular education students on the Texas Assessment of Knowledge and Skills reading tests. The study's outcome data showed little to no statistic significance for the three research questions. However, the inferential statistics showed a decrease in the special education population of the Reading First schools. Inferential statistics also indicated both the special education and the regular education students showed growth on the Texas Assessment of Knowledge and Skills reading tests. The use of a response to intervention program can be effective in the reduction of special education students identified on school campuses. Response to intervention programs can boost achievement levels of students receiving special education services. Students not enrolled in special education can benefit from effective response to intervention services.
Date: August 2013
Creator: Batts, Troy D.
Partner: UNT Libraries

The Effects of the Type A Behavior Pattern and Aerobic Exercise on the Allocation of Attention

Description: This investigation examined the effects of aerobic fitness and the Type A behavior pattern on cognitive functioning in the split-attention (dual task) paradigm. Sixty-four adults were classified as Type A or B by means of the Jenkins Activity Survey, and as Runner or Sedentary using self-reports of physical activity. Under challenging instructions, subjects performed a primary task (Raven Advanced Progressive Matrices) and secondary task (Backward Digit Span) alternatively under single and dual task conditions. There was a significant interaction between aerobic fitness and task condition such that Runners outperformed Sedentary subjects under dual, but not single, task conditions on the secondary task. No differences were found on the primary task. Backward Digit Span performance under dual, but not single, task conditions, was also found to be positively related to the subjects eating a low cholesterol diet and maintaining a healthy weight. Contrary to predictions, there were no significant effects of the Type A behavior pattern, either main or interaction, on any of the cognitive measures. Type A Runners exceeded Type B Runners in aerobic points, races per year, runs per week, Personal Record attempts, and level of dissatisfaction with performance. There were no differences in the tendency to run while injured, use of a stopwatch during training, or effort exerted in races. Overall, these findings suggest that an ability to perform under split-attention (dual task) conditions is positively related to aerobic fitness, a low-fat diet, and maintenance of a healthy weight. In addition, Type A Runners differ from B Runners in some, but not all, aspects related to the Type A pattern, suggesting that aerobic exercise may modify to a limited extent the Type A behavior pattern. The failure to find A-B differences in attentional style consistent with prior research (Matthews & Brunson, 1979) or interaction of type and exercise ...
Date: December 1986
Creator: Morton, Anne Aldredge
Partner: UNT Libraries

The Effects of the Use of English 3200, a Programed Textbook, on Achievement in English Grammar at the Twelfth-Grade Level in a Large Metropolitan High School

Description: The problem of this study m a an analysis of the relationship between a group who received a certain kind of programed instruction in English grammar and a group who received instruction by conventional teaching procedures. The purposes of the study were: 1. To determine the effects of the use of English 3200 on total group performance in achieving an improved understanding of English grammar at the twelfth-grade level. 2. To determine the effects of the programed textbook on sub-group achievement when total groups were divided into three levels according to achievement test scores. 3. To determine the effects of the programed textbook on the progress of the total groups and on the progress of the sub-groups in achieving an improved understanding of English grammar at the twelfth-grade level as measured by tests over individual units within English 3200. 4. To determine the effects of the programed textbook on group performance in the retention of grammar skills. 5. To determine the effects of the programed textbook in improving written composition. 6. To determine the effects of teacher supervision on the progress of the total groups and on the progress of the sub-groups in achieving an improved understanding of English grammar. 7. To determine relationships between such factors as intelligence, reading comprehension ability, and sex with achievement in English grammar in the groups involved.
Date: August 1965
Creator: Munday, Robert Gwyn, 1934-
Partner: UNT Libraries

The Effects of the Use of the Calculator in Algebra I Classes on Basic Skills Maintenance and Algebra Achievement

Description: The purpose of this study was to determine whether there were any differences in basic skills maintenance between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. Another purpose of this study was to determine whether there were any differences in algebra achievement between Algebra I students who used calculators during classroom mathematics instruction and Algebra I students who did not use calculators during classroom mathematics instruction. This study also investigated the effects of the use of the calculator in Algebra I classes on students' attitudes toward mathematics.
Date: December 1989
Creator: Whisenant, Martha A. (Martha Ann)
Partner: UNT Libraries

Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus

Description: Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.
Date: December 2010
Creator: Wilhite, Shannon
Partner: UNT Libraries

Effects of Thickness and Indenter Tip Geometry in Nanoindentation of Nickel Films

Description: Nanoindentation has become a widely used technique to measure the mechanical properties of materials. Due to its capability to deform materials in micro- and nano-scale, nanoindentation has found more applications in characterizing the deformation behavior and determining the mechanical properties of thin films and coatings. This research deals with the characterization of samples received from Center for Advanced Microstructures and Devices (CAMD) and Integran Technologies Inc., Toronto, Canada and the objective of this investigation was to utilize the experimental data obtained from nanoindentation to determine the deformation behavior, mechanical properties of thin films on substrates and bulk materials, and the effect of geometrically different indenters (Berkovich, cubecorner, and conical). X-ray diffraction (XRD), transmission electron microscope (TEM), scanning electron microscopy (SEM), and atomic force microscopy (AFM) analysis were performed on these materials to determine the crystal orientation, grain size of the material, and also to measure any substrate effects like pile-up or sin-in respectively. The results indicate that indentation size effect (ISE) strongly depends on shape of the indenter and less sensitive to penetration depth where as the hardness measurements depends on shape of indenter and depth of penetration. There is a negligible strain rate dependency of hardness at deeper depths and a significant increase in the hardness due to the decrease in grain size and results also indicate that there is no significant substrate effect on thin films for 10% and 20% of film thicknesses. Nanocrystalline material could not validate a dislocation based mechanisms deformation for indentation made by cubecorner and conical indenters in depths less than 1mm.
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Date: May 2004
Creator: Parakala, Padma
Partner: UNT Libraries

The Effects of Three Conditions Involving Active or Passive Observers Upon Performance of College Females on a Volleyball Overhand Serve Test

Description: The purposes of the study were to determine if college females perform best on the AAHPER Volleyball Serve Test with classmates passively or actively observing, or instructor only actively observing, and to determine which condition was best for high, medium, and low skilled beginners. Subjects were sixty-three college females. Data were analyzed by a two-way analysis of variance with repeated measures. Conclusions of the investigation were beginners perform better with active than passive observers present; highly skilled beginners perform better with active observers than instructor only present; medium skilled beginners perform better with active observers and instructor only than passive observers present; and low skilled beginners showed no significant difference between conditions.
Date: August 1978
Creator: Ketterer, Patti
Partner: UNT Libraries

The Effects of Three Experimental Presentations on the Acquisition of Vocabulary by Graduate Students

Description: The first purpose of this study was to ascertain the gains in vocabulary of three selected groups of graduate students presented material by different methods: audio, visual, and audio-visual. The second purpose of this study was to determine whether these gains were maintained after a lapse of time of four weeks.
Date: June 1970
Creator: Brumbach, Virginia Whitcomb
Partner: UNT Libraries

Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study

Description: This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) and large treatment effects (partial η2 = .33, .24, and .31, respectively), thus indicating all three may be considered effective mental health treatments to target international students' total behavior problems. Results of the post hoc analysis for Internalizing Problems indicated that the interdisciplinary counseling/speech intervention was statistically significant (p = .02) in lowering internalizing problems and had a large treatment effect (partial η2 = .22). The expressive group counseling intervention also demonstrated a large treatment effect (partial η2 = .15) although not a statistically significant level (p = .04). The large treatment effects obtained for both interventions highlight the benefit ...
Date: May 2007
Creator: Lee, Eunah Kim
Partner: UNT Libraries

The Effects of Three Methods of Practice on Improving the Performance of a Modified Free-Throw by Sixth Grade Girls

Description: This investigation is concerned with the problem of determining the effects of three kinds of practice (mental-physical, distributive, and physical) on improving the performance of the Modified Free-Throw. In addition, this study investigates whether or not any one of the practice methods used was superior to the others.
Date: August 1971
Creator: Pruner, Sherry W.
Partner: UNT Libraries

The Effects of Three Physical Education Activites on Selected Physical Fitness Components

Description: This study was designed to investigate the relative effects of selected physical education activities upon four components of physical well-being of college men. This study was intended to determine if changes occur in endurance, flexibility, balance, and agility by groups participating in either apparatus gymnastics, wrestling or swimming.
Date: June 1970
Creator: Hampton, Gary Wade
Partner: UNT Libraries

Effects of Time Spent on Computer-Assisted Instruction on Attitudes of Sixth Grade Students Toward Computers

Description: The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.
Date: December 1987
Creator: Campbell, Penny Renae
Partner: UNT Libraries

The Effects of Timed Readings on Recall and Comprehension in a Child with Asperger's Syndrome.

Description: The effects of timed readings on recall and comprehension in a child with Asperger's syndrome were examined by employing a multiple-baseline design across two books with reversals. Recall timings consisted of the student's free-say compilation of what she just read. Comprehension tests consisted of the participant's answers to predetermined questions after her recall period. No consequences or feedback was given during any of the conditions. Results indicate that, initially, as the time required to read decreased, the number of unrelated words during the recall period for the two books also decreased. Related words were not as affected. Scores on comprehension tests were high. There was, however, little correspondence between the participant's recall words and the main ideas answered correctly in the comprehension test.
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Date: December 2005
Creator: Young, Christina A.
Partner: UNT Libraries

The Effects of Trade Liberalization Policies on Human Development in Selected Least Developed Countries

Description: This dissertation examines the effects of trade liberalization policies (represented by membership in the General Agreement on Tariffs and Trade/World Trade Organization on selected Least Developed Countries' (LDCs) human development (represented by the Human Development Index). In this dissertation, General Agreement on Tariffs and Trade (GATT) and World Trade Organization (WTO) policies are theorized to have two distinct types of effects: their direct effect and their indirect effect. Two questions are focused on: first, what is the effect (total, direct and indirect) of WTO policies on human development for selected LDCs? Second, what is the effect (total, direct and indirect) of WTO policies on human development for selected developing/developed countries (i.e. non-LDCs) holding economic development constant? Using the dependency theory of development as a theoretical basis, this dissertation examines the assumptions of modernization-theory-based policies as expressed in trade liberalization policies (i.e. the implementation of comparative advantage and now market fundamentalism) with world-system analysis techniques. To examine these questions, four panel regression models are constructed to measure the total, direct and indirect effects of WTO policies during the near-term (1998-2003) and during a longer historical term (1975-2000). The data for the analyses are taken from seven different sources of international data. The analyses seemingly demonstrate that there are quantifiable negative effects of GATT/WTO membership (trade liberalization policies) on human development in selected LDCs. The current implementation of trade liberalization policies does not benefit the well-being of all concerned as promoted by the WTO.
Date: December 2006
Creator: Ray, Elizabeth Thompson
Partner: UNT Libraries

Effects of Training Accurate Component Strokes Using Response Constraint and Self-evaluation on Whole Letter Writing.

Description: This study analyzed the effects of a training package containing response constraint, self-evaluation, reinforcement, and a fading procedure on written letter components and whole letter writing in four elementary school participants. The effect on accuracy of written components was evaluated using a multiple-baseline-across components and a continuous probe design of components, as well as pre-test, baseline, and post-test measures. The results of this study show that response constraint and self-evaluation quickly improved students' performance in writing components. Fading of the intervention was achieved quickly and performance maintained. Results also show that improvement in component writing improved whole letter and full name writing and letter reversals in the presence of a model were corrected.
Date: December 2006
Creator: Cline, Tammy Lynn
Partner: UNT Libraries

The Effects of Training History on Retention and Reacquisition of Stimulus Control

Description: The purpose of this experiment was to study the effects of training history on retention and re-acquisition of stimulus control of previously learned behaviors. In Phase I, two pairs of behaviors were alternately trained. Circle and touch behaviors were trained concurrently until two consecutive errorless sessions were run. Spin and down behaviors were trained together in the same manner. Probe sessions, in which all four cues were presented, were conducted each time a pair of behaviors reached this criterion. Training of one pair did not occur until the other pair had reached criterion and probe sessions were run. Despite achieving the designated criterion during training, stimulus control changed during probes. During probe sessions, errors increased under the cues that were not currently being trained. In most cases, the type of errors emitted for each cue was the same as the behavior that was trained concurrently. The number of training sessions required to reach criterion accuracy was high during the first set of sessions and decreased over the course of the experiment. In Phase II, spin and circle behaviors were trained concurrently. The number of sessions required to reach stimulus control criteria remained low, and the number of errors emitted under the spin and circle cues during probe sessions decreased. However, the number of errors increased under the touch cue. In Phase III, a reinforce-all procedure was used instead of extinction to test stimulus control. The highest frequency of errors occurred under the touch cue, but the down error was almost exclusively emitted under every cue during the last several sessions.
Date: August 2013
Creator: Tucker, Kathryn Lynn
Partner: UNT Libraries