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An Analysis of Selected Characteristics of Persons Twenty-Five and Older Seeking Teacher Certification

Description: The purposes of this study were (1) to describe the persons twenty-five and older entering the teacher education program and seeking certification, and (2) to compare the persons twenty-five and older with a "typical" group of persons under twenty-five with respect to (a) ability, as measured by the Cooperative School and College Ability Test, (b) factors for entering teaching, as measured by "Factors Influencing the Decision to Become a Teacher," (c) attitudes held toward teaching, as measured by the Kerlinger Education Attitude Scale, (d) professional aspirations, and (e) role expectations, as measured by the Teacher Practices. Questionnaire.
Date: June 1970
Creator: Brooks, Robert Lee
Partner: UNT Libraries

Using the mTSES to Evaluate and Optimize mLearning Professional Development

Description: This article reports on the findings from the analysis of data collected using the Mobile Teacher's Sense of Efficacy Scale survey instrument, from an open course about mobile learning called Instructional Design for Mobile Learning that took place from May 4 through June 6, 2015.
Date: June 2016
Creator: Power, Robert; Cristol, Dean; Gimbert, Belinda; Bartoletti, Robin & Kilgore, Whitney
Partner: UNT College of Information

A description of higher music education in Iran with special emphasis on music teacher training from the reign of Nasr-id-din Shah through the reign of Shah Mohammad Reza Pahlavi

Description: The purpose of this study was to investigate the development of higher music education in Iran and music teacher training from 1868 to 1978, prior to the establishment of the Islamic Republic.
Date: August 1979
Creator: Gharavi, Gloria Ann Junkin
Partner: UNT Libraries

Validation of an Observation and Evaluation Instrument for the Supervision of Middle and Secondary Pre-Service Teachers

Description: The purpose of the study was to determine the validity and reliability of a revised observation and evaluation instrument of middle and secondary pre-service clinical teaching to be used as part of the clinical supervision cycle and for formative purposes. The North Texas Appraisal of Classroom Teaching (NTACT) serves as a performance assessment tool utilized by a south-central university-based educator preparation program for the evaluation and supervision of pre-service teachers during their last semester of their program. The researcher piloted and field-tested a redesigned observation and evaluation instrument (NTACT-V2) on observer participants with varying educational experiences in the south-central region. To accumulate evidence of validity and reliability, this study employed methods of factor analysis and generalizability study for developing a valid and reliable instrument to guide the refinement process of the NTACT observation and evaluation instrument. Some of the significant conclusions reached in this study were (a) the NTACT-V2 is a practical, user-friendly classroom observation and evaluation instrument; (b) the instrument refined and developed in this study exhibits appropriate content, face, and criterion validity as determined by a panel of experts and an extensive review of the literature; and, (c) a variety of observers can use the evaluation instrument with relative ease while achieving a high degree of reliability.
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Date: May 2017
Creator: Bush, Brandon
Partner: UNT Libraries

A competency-based program for preparing the future elementary teacher in health

Description: The problem under consideration in this study is a description of teacher preparation for elementary school health instruction. The dissertation is organized into six chapters, which are as follows: Introduction, Review of Related Literature, Procedures for Collection and Treatment of Data, Input from Texas Teachers, Competency-Based Health Education, and Summary and Recommendations.
Date: December 1974
Creator: Wilson, Betty Ann Gunstream
Partner: UNT Libraries

Effects of a Prototypical Training Program on the Implementation of Systematic Observational Data Collection on Iep Objectives for the Core Deficits of Autism Spectrum Disorders

Description: Legal mandates and best practice recommendations for the education of students with autism spectrum disorders (ASD) emphasize the importance of systematic, ongoing observational data collection in order to monitor progress and demonstrate accountability. The absence of such documentation in decision-making on instructional objectives indicates a weakness in bridging the research-to-practice gap in special education. Utilizing a multiple baseline design across participants, the current study evaluated the effects of a prototypical teacher training program (i.e., workshop, checklist, in-classroom training with feedback, and maintenance with a thinned schedule of feedback) on the frequency of data collection on core deficits of ASD and the use of data-based decision-making. Results indicate increases in daily mean frequency of data collection following intervention. Maintenance and generalization indicates variable responding across participants. Effect size (Cohen's d) indicates a large, clinically significant effect of the training program. Results are discussed in relation to training models, maintenance, and future research.
Date: May 2013
Creator: Harkins, Jessica L.
Partner: UNT Libraries

Factors that influence teacher turnover in Texas: Correlations with variables from the academic excellence indicator system for the year 1998-99

Description: The teacher shortage problem is a national and state concern. In 1998, the Texas State Board of Education Certification reported that school districts in Texas had to hire teachers to fill over 63,000 vacancies. Teacher resignations, other than retirement, contributed to over 46,000 teachers who left the profession about 19 % of the state's total teacher workforce. A significant number of Texas teachers left the profession in the first five years. The National Commission on Teaching and America's Future (1996) called the attrition of new teachers a chronic problem for American schools. Reducing the teacher shortage in Texas must begin with reducing the teacher turnover rate. Most studies concerning teacher attrition or turnover either address salary, or working conditions. Many of the studies deal with affective and subjective data regarding teacher turnover. The studies on teacher turnover often do not address quantifiable data collected uniformly across districts. Few studies address a comprehensive set of quantitative data to determine the variables associated with teacher turnover. This study addressed teacher turnover through quantitative research of data from the Texas Academic Excellence Indicator System (AEIS) with multiple analysis to provide insights to teacher turnover conditions and trends. The population for the study included all 1042 Texas school districts, and 61 Charter schools. The Academic Excellence Indicator System (AEIS) was used to determine the variables and supply data for the study. The study addressed only district data not individual school or campus data. The data captured for this dissertation were analyzed using descriptive statistics, correlational methods, and regression tools of research.
Date: May 2001
Creator: Burns, Bobby C.
Partner: UNT Libraries

Teacher Training: Over $1.5 Billion Federal Funds Invested in Many Programs

Description: Testimony issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO discussed its work concerning federally funded teacher training programs, focusing on the: (1) number of agencies and the programs they administer that support teacher training, along with some general characteristics of these programs; and (2) funding provided by these programs."
Date: May 5, 1999
Creator: United States. General Accounting Office.
Partner: UNT Libraries Government Documents Department

Teacher Training Programs: Activities Underway to Improve Teacher Training, but Information Collected To Assess Accountability Has Limitations

Description: Testimony issued by the General Accounting Office with an abstract that begins "In 1998, the Congress amended the Higher Education Act (HEA) to enhance the quality of teaching in the classroom by improving training programs for prospective teachers and the qualifications of current teachers. This testimony focuses on two components of the legislation: one that provides grants and another, called the "accountability provisions," that requires collecting and reporting information on the quality of all teacher training programs and qualifications of current teachers. The Subcommittee asked that we provide information on (1) activities grantees supported and what results are associated with these activities and (2) whether the information collected under the accountability provisions provides the basis to assess the quality of teacher training programs and the qualifications of current teachers."
Date: October 9, 2002
Creator: United States. General Accounting Office.
Partner: UNT Libraries Government Documents Department

The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy

Description: This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, professional learning, teacher collaboration, and teacher self-efficacy yielded the discovery that collaborative practices can be used to improve a school and/or district or used to enhance positive practices that already occur. This study adds to the body of research as it develops the area of teacher efficacy and influence of PLCs. Using the coding software, NVivo, focus group data were coded into themes and further comparisons were made with categories derived and saturated until conclusions were drawn. The data show teacher self-efficacy increases as a result of PLCs when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For those teachers who are not on a campus where PLCs are present, the data suggest they created their own PLCs as the need arose. These teachers experienced all of the same benefits of those teachers on a campus where a formal PLC structure exited; however, their stress level was higher.
Date: May 2018
Creator: Prince, Coryn Elizabeth
Partner: UNT Libraries

Transformative Learning and Teacher Beliefs: A Comparative Study of International Teacher Experiences

Description: This project aims to explore the beliefs of international teachers regarding the students with whom they work, and the change in those beliefs over time. Participant observation, interviews, and questionnaires were used as tools of collection to address the following research questions: How did teachers' beliefs about students change over time? What variables were significantly associated with the rate of change in teacher beliefs about students? What types of challenges did teaches face while living and working in Thailand? Over the course of four months, I shadowed twenty-two U.S. teachers in thirteen different locations throughout Thailand. Participants were enrolled in an international teaching program in Thailand that provided a cultural orientation and teacher training. Participants were then assigned to teaching jobs throughout the country. Qualitative and quantitative data was analyzed using SPSS and NVivo software. This project contributes to the scholarship of teaching and learning, and anthropological and education research dedicated to exploring teachers' beliefs about students. Results of the study provide vital information about what variables or experiences may influence a critical analysis of beliefs among teachers working with students who they perceive as different from themselves. Due to some of the parallels between this study population and that of teachers in public schools within the United States, findings may also be applicable to preservice teacher training contexts that consider ways to help teachers critically reflect on their beliefs and worldviews in preparation for working with students whom they may perceive as different from themselves.
Date: May 2017
Creator: Barnes, Valerie Rose
Partner: UNT Libraries

A Programmatic Review of Bilingual Bicultural Teacher Education at Selected Universities and Colleges in the State of Texas

Description: The purpose of this study was to review Bilingual Bicultural teacher education in Texas and to collect opinions about present certification requirements and institutional guidelines. Narrative descriptions of the history and present status of programs at thirty-seven institutions were compiled. A questionnaire was completed with program directors and members of the Texas Association for Bilingual Education. Data from the questionnaires were reported in frequencies and percentages and cross-tabulations were completed to assess differences in opinions on general issues, TEA requirements, and nationally-set standards.
Date: August 1981
Creator: Maloney, Letty Lynn
Partner: UNT Libraries

A Study of the Value of Vocational/Industrial Teacher Preparation for the State Certification at North Texas State University

Description: "The problem with which this study is concerned is that of determining whether the implementation of a teacher-training curriculum providing the courses required for state certification of vocational-technical teachers employed in the North Texas public school systems is feasible and desirable at North Texas State University."--1.
Date: May 1972
Creator: Boyd, Herschel B.
Partner: UNT Libraries

An Investigation of Preservice Teachers' Understanding of Buoyancy

Description: The purpose of this study was to examine the conceptual understandings of 55 elementary preservice teachers for the concept of buoyancy. This study used Ausubel’s Assimilation Theory (Ausubel, 1963) as a framework for a 15-week intervention that used pre/post concept maps (Cmaps), pre/post face-to-face semi-structured interviews, and drawings as evidences for change of formation of cognitive structures. Using a convergent parallel design and mixed methods approach, preservice teachers’ conceptions were analyzed using these evidences. Results of the study show that preservice teachers held both scientific conceptions and misconceptions about buoyancy as a force before and after an instructional intervention. Of importance were the existence of robust misconceptions about buoyancy that included inaccurate scientific knowledge about the foundational concepts of gravity, weight, mass, and density. The largest gains in scientific knowledge included the concepts of gravity, surface area, opposing forces, and the buoyant force. These concepts were consistently supported with evidence from post-concept maps, post, semi-structured interviews, and drawings. However, high frequencies of misconceptions were associated with these same aforementioned concepts as well as additional misconceptions about buoyancy-related concepts (i.e., weight, density, displacement, and sinking/floating). A paired t test showed a statistically significant difference (t = -3.504, p = .001) in the total number of scientifically correct concepts for the pre-concept maps (M = 0.51, SD = .879) and post-concept maps (M = 1.25, SD = 1.542). The Cohen’s d effect size was small, .47. Even through gains for the pre/post concept maps were noted, a qualitative analysis of the results indicated that not only were there serious gaps in the participant’s scientific understanding of buoyancy, after the instructional intervention an increased number of misconceptions were presented alongside the newly learned concepts. A paired t test examining misconceptions showed that there was a statistically significant difference (t = -3.160, p = ...
Date: May 2016
Creator: Kirby, Benjamin
Partner: UNT Libraries

The Impact of a Paired Grouping Pre-Service Technology Integration Course on Student Participant Attitudes, Proficiency, and Technological Knowledge Toward Technology

Description: The purpose of this case study with supporting quantitative data was to investigate the influence of paired grouping on student participants' perceived attitudes toward technology, perceived proficiency with technology, and perceived technological knowledge after completing a required educational technology course. Additionally, student participants' perceptions regarding the use of paired grouping on their attitudes, proficiency, and technological knowledge with regard to technology was also investigated. To measure the difference between perceived attitudes toward technology, perceived proficiency with technology, and perceived technological knowledge after completing a required educational technology course, 83 student participants enrolled in a required educational technology course at a suburban midsized Gulf Coast University in the southern United States, completed the Attitude Toward Technology Scale (ATTS), Technology Proficiency Self-Assessment for 21st Century Learning (TPSA C21), and Technological Knowledge Tool (TK). Additionally, 24 student participants participated in semi-structured interviews.
Date: August 2016
Creator: Giles, Linda M
Partner: UNT Libraries

Improving Staff Tutoring in a Special Education Class Through Active Listening Skills

Description: According to the U.S. Department of Education, in 2015, Texas special education programs were rated among the lowest in the nation. School districts in the state have a substantial need for effective and efficient staff training. In this study, researchers implemented TAPS: A Talk Aloud Problem Solving Approach Packet to teach active listener qualities to staff members in a life skills special education classroom. A multiple baseline across staff members was used to evaluate the effects of the TAPS training on the presence and absence of the staff members' active listener qualities during a pre-test, a post-test, and probes. The staff members that underwent TAPS training acquired all of the active listener qualities as a function of the TAPS training, and the effects of the training maintained during probe sessions. Additionally, TAPS training appeared to improve staff members' scores on the Whimbey Analytical Skills Inventory (WASI) Test and anecdotally improved the quality of staff and student tutoring interactions. Several areas of potential research and improvement are discussed.
Date: May 2017
Creator: Neri-Hernandez, Lucero
Partner: UNT Libraries

An Evaluation of Closed-Circuit Television Observation for Students Taking Certain Courses in Elementary Education

Description: The problem of this study was to determine if significant differences in scores attained by students on academic achievement, problem-solving, and attitudes were associated with closed-circuit television observations. More specifically, the problem was resolved into seeking solutions to the following! 1. Will college students' academic achievement be extended through television observations of children in classroom situations? 2. Will college students' ability to solve problems be improved through television observations? 3. Will college students' attitudes toward teacher-pupil relationships be affected through television observations?
Date: August 1962
Creator: DeViney, Robert Dawson, 1915-
Partner: UNT Libraries

Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in Taiwan

Description: This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.
Date: May 1992
Creator: Yang, Su-Yu Huang
Partner: UNT Libraries