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## Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities

Date: May 2000
Creator: Alsouhibani, Mohammed A.

## A Comparison of Five Robust Regression Methods with Ordinary Least Squares: Relative Efficiency, Bias and Test of the Null Hypothesis

Description: A Monte Carlo simulation was used to generate data for a comparison of five robust regression estimation methods with ordinary least squares (OLS) under 36 different outlier data configurations. Two of the robust estimators, Least Absolute Value (LAV) estimation and MM estimation, are commercially available. Three authormodified variations on MM were also included (MM1, MM2, and MM3). Design parameters that were varied include sample size (n=60 and n=180), number of independent predictor variables (2, 3 and 6), outlier density (0%, 5% and 15%) and outlier location (2x,2y s, 8x8y s, 4x,8y s and 8x,4y s). Criteria on which the regression methods were measured are relative efficiency, bias and a test of the null hypothesis. Results indicated that MM2 was the best performing robust estimator on relative efficiency. The best performing estimator on bias was MM1. The best performing regression method on the test of the null hypothesis was MM2. Overall, the MM-type robust regression methods outperformed OLS and LAV on relative efficiency, bias, and the test of the null hypothesis.
Date: August 2001
Creator: Anderson, Cynthia, 1962-

## Curriculum Analysis in Teacher Preparation Programs at the College of Basic Education in Kuwait

Description: Preparing quality teachers is a continuing issue and concern in discussions about the future of schools in many countries. This study described and compared the stated goals and perceived outcomes of teacher preparation programs at the College of Basic Education (CBE) in Kuwait. This information will assist educational decision makers in Kuwait to align teacher preparation at the CBE and decide what is needed to make the programs more effective. The study assessed the perceptions of knowledge, skills, and attitudes of student teachers, new teachers, and instructors toward the existing program at the CBE in Kuwait. The discussion of teacher preparation in Kuwait was used to set a cultural and historical context. The literature reviewed recommendations from the United States to develop a framework of five common standards for analyzing the teacher preparation curriculum: content knowledge, instruction, diversity, professional development, and field work. In addition, research and evaluation of teacher education programs were reviewed for perceptions of student teachers and new teachers about their preparation and for methodology. Document analysis techniques were used with current documents from four major teacher preparation programs in the CBE. Five standards from U.S. recommendations were also found in the CBE curriculum. However, the analysis suggested that the curriculum in Kuwait might increase attention to professional attitudes and use of new technologies to prepare teachers. A three-part questionnaire was developed based upon the questionnaires of Van Zandt, Smith, and Zelazek et al. The questionnaire was translated into the Arabic language, and 280 responses to the survey instrument were analyzed. Perceptions of pre-service teachers, new teachers, and instructors toward the existing curriculum at the CBE in Kuwait were positive (3.3 and higher on 5-point scale) toward preparation of teachersÂ’ knowledge, skills, and attitudes. However, a significant contrast was found between groups in perceptions of knowledge and ...
Date: August 2000
Creator: Bufarsan, Fawzi A.

## Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment

Description: This study applied components of CsikszentmhalyiÂ’s flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learnerÂ’s perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions Â— defined in flow theory Â— to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the studentsÂ’ computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondentsÂ’ flow experiences and flow dimensions, and developed an on-line instrument to collect data on studentsÂ’ learning experiences based on instructional events found in computer-based lessons from GagnÃ©. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT userÂ’s and instructional designerÂ’s perspective, is likely to be beneficial to the rapidly emerging field of WBT.
Date: August 2000
Creator: Catino, Robert J.

## Texas Public School Principals' Application of Procedures in Identification and Prevention of Sexual Harassment

Description: The procedural survey on sexual harassment procedures sent to 300 Texas principals had a response rate of 48.3 %. The mean score on the procedural survey for all 300 principals was 69.30 %. Eighteen research questions were addressed in detail in Chapter 4. Only five showed a significant correlation or effect size. Question 5 asked if there was a correlation between gender and the mean score of the survey instrument regarding sexual harassment procedures. The mean score of women was significantly higher than men. Question 6 asked if there was a correlation between the number of students in a school and the mean score of the survey instrument regarding sexual harassment procedures. This revealed that a significant correlation appeared between principals who worked at larger schools. Question 10 asked if there was a correlation between the location of the school, whether rural, urban, or metroplex and the mean score of the survey instrument. Principals of urban and metroplex schools scored significantly higher. Question 13 asked if there was a correlation between the hours of sexual harassment training attended in the last year and the mean score of the survey instrument regarding sexual harassment procedures. The results of this analysis revealed that a correlation approaching a medium effect size of .237 was present. Question 18 asked if there was a correlation between the total number of hours a principal had attended training and the mean score of the survey instrument. Neither the Pearson's correlation or the Spearman's rho was statistically significant. However, due to the large variation in responses on the sum of hours of training about sexual harassment, it was suspected that there might be a covariate accounting for sub-populations within the principals who participated in the survey. For ages 30-43.5, as the number of total training hours increased, the ...
Date: May 2002
Creator: Cramer, Conita K. Markel

## The Effect of Faculty Development on Active Learning in the College Classroom

Description: This study examined the effect of active learning seminars and a mentoring program on the use of active learning teaching techniques by college faculty. A quasi-experimental study was conducted using convenience samples of faculty from two private Christian supported institutions. Data for the study were collected from surveys and faculty course evaluations. The study lasted one semester. Faculty volunteers from one institution served as the experimental group and faculty volunteers from the second institution were the comparison group. The experimental group attended approximately eight hours of active learning seminars and also participated in a one-semester mentoring program designed to assist faculty in application of active learning techniques. Several individuals conducted the active learning seminars. Dr. Charles Bonwell, a noted authority on active learning, conducted the first three-hour seminar. Seven faculty who had successfully used active learning in their classrooms were selected to conduct the remaining seminars. The faculty-mentoring program was supervised by the researcher and conducted by department chairs. Data were collected from three surveys and faculty course evaluations. The three surveys were the Faculty Active Learning Survey created by the researcher, the Teaching Goals Inventory created by Angelo and Cross, and the college edition of Learner-Centered Practices by Barbara McCombs. The use of active learning techniques by the experimental group increased significantly more than the use by those in the convenience sample. No statistical difference was found in the change of professors' teaching beliefs or the course evaluation results.
Date: May 2001
Creator: Evans, Cindy

## The impact of alternative school intervention on subsequent student performance in the mainstream school environment.

Date: December 2003
Creator: Galloway, Cathleen

## Parents' Beliefs and Knowledge Regarding Child Development and Appropriate Early Childhood Classroom Practices

Description: The intent of this study was to assess low-income parents knowledge and beliefs regarding child development and appropriate classroom practice and to compare their responses with those obtained from a previous survey of upper-income parents (Grebe, 1998). This study group (N=21) consisted of parents or guardians with children in a federally subsidized child-care center. Results indicated a high level of knowledge regarding developmentally appropriate practice and child development. Overall, there were no significant differences in the knowledge between the two income-levels, however, responses to several questions revealed slight differences in beliefs.
Date: May 2000
Creator: Hughes, Tina M.

## A study of freshman interest groups and leadership practices at Texas Woman's University

Description: This study investigated the level of leadership practices and retention rates of freshman students at Texas Woman's University. The data for the study were collected using the Leadership Practices Inventory, Student Version. The sample for the study consisted of 151 freshman students. The students were each placed in one of three control groups. Group A students (the treatment group) were in the Neighbors Educated Together Program (NET). Group B students (control group) were in one of two university-sponsored programs (COLORS or University 1000), and Group C students (control group) were the residual group of first-time college freshmen. These three groups were surveyed prior to their participation in the NET program or a university-sponsored program and again at the end of 14 weeks. In addition, retention rates were examined on the 12 class day of the spring semester. The study found statistically significant differences (p <. 05) on the pretests and posttests between Group C, residual students, and the other two groups on the Enabling the Followers to Act subscale, the Inspiring a Shared Vision subscale, and Encouraging the Heart subscale. Group A, NET students, and Group B, COLORS/University 1000 students, showed no statistically significant differences between groups. The difference from the residual group could indicate that students who self-select into programs such as NET, COLORS, and University 1000 are more likely to engage in practices measured by the subscale prior to enrollment in the respective programs. No statistically significant differences were found on the Challenging the Process or Modeling the Way subscales. The lack of significance shows that there are no differences in practices for any of these groups prior to enrollment at the university or as a result of participation in a university-sponsored program such as NET, COLORS, or University 1000. A chi-square test was performed following the 12 ...
Date: August 2001
Creator: Mendez-Grant, Monica S

## Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students

Description: The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.
Date: August 2000
Creator: Monahan, Michael

## Burnout Among Student Affairs Professionals at Metropolitan Universities

Description: The purpose of this study was to determine the level of burnout among student affairs professionals at the 52 U.S. member institutions of the Coalition of Urban and Metropolitan Universities. Packets containing the Maslach Burnout Inventory (MBI), the Moos Work Environment Scale (WES), and a demographic survey were mailed to 371 senior student affairs administrators at the member institutions, with a completed response rate of 58.22%. The senior student affairs administrators surveyed included the chief student affairs officers and the professional staff who reported to them. The research design employed t-tests, analyses of variance, and Pearson's Product Moment correlations. The scores obtained from the MBI and WES subscales were compared overall and along 9 independent variablestitle of position, size of institution, appointment, salary, years in current position, years in profession, age, gender, and highest degree attained. Average levels of burnout were found on each of the MBI subscores. Contrary to earlier studies, women did not suffer from statistically significant higher levels of burnout than men, and burnout levels decreased with age and years in the profession for both sexes. Lower scores on the MBI depersonalization subscale were found in employees in mid-career and in professionals from smaller schools. Emotional exhaustion was not a factor. Environmental factors relating to burnout and job satisfaction were also explored. Statistically significant differences on the WES were found on all of the independent variables except the years in the current position variable. The metropolitan environment may have been effective in reducing the amount of burnout felt by this group of student affairs professionals. The study underscored the need for continuing research in burnout for student affairs professionals and for continued professional development throughout the career span.
Date: August 2001
Creator: Murphy, Lynda

## The Great Debate continued: Does daily writing in kindergarten lead to invented spelling and reading?

Date: May 2003
Creator: Pierce, Laura Boehl

## The Effects of Premenstrual Syndrome Symptomatology on Marital Satisfaction

Description: Many women reporting PMS symptoms state their symptoms affect their mood, social, and family functioning. This study attempted to provide clinicians with information to assist in psychotherapeutic intervention, by determining the effect PMS has on marital satisfaction. Nineteen female subjects reporting PMS symptoms and their partners completed the study. The Marital Satisfaction Inventory - Revised (MSI-R) and the Moos Menstrual Distress Questionnaire-Form T (MDQ-form T) were used to determine if the nineteen couples reported marital distress as a result of the women's cyclical premenstrual symptoms. The results of the study suggested that the women and their partners, report high levels of marital distress that is not reflective of the cyclical nature of the PMS symptomatology. Scores on the MSI-R for the subjects and their partners indicated the couples perceived level of distress in the t-50 to t-70 range on scales 3-8 is consistent throughout the menstrual cycle. The couples reported higher levels of marital distress than would be the expected norm, suggesting that PMS may be a contributing factor to the level of distress they reported experiencing. This study did not include a control group, which would have provided a norm for couples who do not report PMS by which to compare the MSI-R scores.
Date: August 2003
Creator: Rodgers, Glenda S.

## Unintended Outcomes: The Effects of an Entity's Educator Preparation Accreditation on Access to Certification for Individuals of Color

Date: August 2001
Creator: Rozell, Diann

## Identification of highly gifted 5- and 6-year-old children: Measures to predict academic achievement.

Description: Studies indicate the educational needs of highly gifted students are best met through accelerated learning. It is difficult to recognize very young children that are suited for an accelerated curriculum because younger students frequently lack school records or portfolios used to identify gifted students. This study examined the accuracy of cognitive ability and achievement tests in predicting academic achievement by the end of second grade, correlating test results and final grade averages collected from sixteen children ages five to six who entered a public school program for high-ability learners in kindergarten. A multiple regression analysis indicated the Wechsler Preschool and Primary Scale of Intelligence produced the highest mean IQ score and a strong correlation with reading achievement. The Wechsler Individual Achievement Test contributed in small part to the prediction of academic achievement. The Naglieri Nonverbal Ability Test and the Kaufman Brief Intelligence Test-Second Edition had negative correlations with final grade averages, indicating they are not predictors of academic achievement for these students.
Date: May 2010
Creator: Runyon, Lisa

## Virginia Carter Smith: Her Career and Contributions to Advancement in Higher Education

Date: May 2000
Creator: Russell, Kimberly A.