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Physician Leadership and Self Efficacy: A Case Study Using Grounded Theory

Description: Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.
Date: May 2016
Creator: Cullum, Princess
Partner: UNT Libraries

Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students

Description: Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality ...
Date: December 2004
Creator: Oxford, Raquel Malia Nitta
Partner: UNT Libraries

The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment

Description: This narrative study examines using a real life simulated problem base learning activity during education of clinical staff, which is expected to design and develop clinically correct electronic charting systems. Expertise in healthcare does not readily transcend to the realm of manipulating software to collect patient data that is pertinent to the care of patients. To gain the expertise, troubleshooting abilities and knowledge required to maintain their clinical system, each participant in this study has gone through the RLSPBL activity. Education in the corporate world must be effective and efficient while providing a good return on the educational investment. Corporate education must use material contextually similar to a workplace, and the techniques for education must provide both near and far transfer of the material. Ten individuals (eight clinical, two non-clinical) who work across the United States were interviewed; their reflections on their career as a clinical interface designer are told here. The participants varied in their age, educational background, and current work responsibility and computer experience. Their insights revealed four major themes which summarize their stories: problem-based learning, collaboration, hands-on activities and the use of a real-life simulated problem-based learning activity.The clinical environment requires patient safety as a paramount parameter in building a clinical charting system. Up to the moment information along with trending capabilities is critical to a clinician caring for a patient. Adhering to best practices and maintaining an efficient data entry system must seamlessly blend technology into the clinician's practice. An understanding of the education of individuals who have created such charting systems is presented here in hopes that what these participants have found to be significant can be shared with others in similar situations.
Date: May 2013
Creator: Laurent, Mark A.
Partner: UNT Libraries

Personalize Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses

Description: The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.
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Date: May 2017
Creator: Sizemore, Mary L
Partner: UNT Libraries

The Effect of Personality Type on the Use of Relevance Criteria for Purposes of Selecting Information Sources.

Description: Even though information scientists generally recognize that relevance judgments are multidimensional and dynamic, there is still discussion and debate regarding the degree to which certain internal (cognition, personality) and external (situation, social relationships) factors affect the use of criteria in reaching those judgments. Much of the debate centers on the relationship of those factors to the criteria and reliable methods for measuring those relationships. This study researched the use of relevance criteria to select an information source by undergraduate students whose task it is to create a course schedule for a semester. During registration periods, when creating their semester schedules, students filled out a two-part questionnaire. After completion of the questionnaire the students completed a Myers-Briggs Type Indicator instrument in order to determine their personality type. Data was analyzed using one-way ANOVAS and Chi-Square. A positive correlation exists between personality type as expressed by the MBTI and the information source selected as most important by the subject. A correlation also exists between personality type and relevance criteria use. The correlation is stronger for some criteria than for others. Therefore, one can expect personality type to have an effect on the use of relevance criteria while selecting information sources.
Date: December 2002
Creator: Sims, Dale B.
Partner: UNT Libraries

Transmedia STEM Intervention Book in Middle School for Educational Change

Description: The world is becoming a global place in which science, technology, engineering and mathematics hold a key to a successful future. To help secure this future it is important to engage students early with relevant curriculum that sparks interest and success in STEM fields. However, education reform occurs slowly, so this paper looked at a potential paradigm that can help to bring about change in a middle school environment that harnesses the long standing strengths of learning and education with the integration of technology to create changes in the pedagogy of learners and teachers. The study implemented a transmedia STEM book and evaluated the impact it had on student perceptions of STEM, school attitude, academic achievement, and preferred activity types, providing an example vehicle for change that can be adopted over time. The main findings showed that students who used a 3-Dimensional printer had higher math achievement and a more positive perception of math.
Date: May 2016
Creator: Stansell, Alicia Renee
Partner: UNT Libraries

The impact of computer assisted instruction on sensory cognitive factors in literacy learning.

Description: The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores ...
Date: December 2003
Creator: Walton, Donna L.
Partner: UNT Libraries

An Exploratory Study of Students' Use of Facebook and Other Communication Modalities in Order to Receive Student Affairs Information

Description: This qualitative study explored Facebook as a communication tool for student affairs and compared it as a source with other communication modalities to describe the 18-24 year old student preference on receiving information about student affairs departments and activities. The research questions were designed to provide feedback on the current purpose[s] of student use of Facebook for student affairs services as well as reporting additional services and activities that would be considered through the use of Facebook. Differences in use among institutional types were also explored. The results of 395 online survey responses were compared to focus groups consisting of student ambassadors at a two-year public, four-year private, and four-year public institution. The online survey participants were asked to respond to specific modes of communication based upon each service or activity. The focus groups were asked the same questions in an open-ended format and the results were compared to the online results. The results indicate that depending on the event or activity, the students preferred a different method of communication, not necessarily Facebook for information on student affairs programming. These results also differed among institutional types. Two-year institutions have the greatest potential to increase their presence on Facebook. One theme that emerged from the open-ended response question in the online survey was that institutions participating on Facebook should limit content so that it is more social in nature and leave academically related issues to institutionally driven communication modalities. There are numerous options to communicate information to students and finding the best one may be more challenging than actually disseminating the information. With the administrative challenges and lack of student responses encouraging Facebook usage, institutions of higher education are not encouraged to spend enormous resources in this one particular communication modality. Given the high number of responses from the online survey ...
Date: May 2011
Creator: Huppe, Alicia
Partner: UNT Libraries

Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting

Description: The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study determined the ratio of the amount of variance of the scores for individuals of between-groups as opposed to the amount of variance of within-groups, indicating if there were a statistically significant difference on the scores in any one particular variable compared to the variances of scores for the other variables in this study. The statistical results indicated that there were no statistical significant differences in the scores of students attending a middle school where the teachers received a common planning time. However, there was a noted difference in the percentage ratings on the Academic Excellence Indicator System (AEIS) report published by TEA for the African American students who attended the school with the common planning time. These students had higher scores on the TAKS reading test. The TAKS math scores did not indicate any notable differences.
Date: December 2006
Creator: Smitt, Shauna M.
Partner: UNT Libraries

Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation

Description: The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.
Date: December 2002
Creator: Cowan, Charisse L.
Partner: UNT Libraries

Assessing the Efficacy of Learning Communities at Four North Texas Community Colleges.

Description: This observational study involving intact groups and convenient sampling examined learning communities at four North Texas Community Colleges. The purpose of this study was to determine if there was a significant difference in cathectic learning climate, inimical ambiance, academic rigor, affiliation and structure among students in learning communities and freestanding classes. Learning communities are gaining nationwide popularity as instruments of reform in Higher Education. Recent studies have discussed the benefits of learning communities to student, faculty and institutions. As learning communities are gaining popularity, especially at the community college level, there is a need to determine if the learning communities are significantly different than freestanding classes. The College Classroom Environment Scales, developed by Winston, Vahala, Nichols, Gillis, Wintrow, and Rome (1989), was used as the survey instrument for this study. Using SPSS 10.1, a multivariate analysis of variance, (Hotelling's T2) was performed on five dependent variables: cathectic learning climate (CLC), inimical ambiance (IA), academic rigor (AR), affiliation (AF), and structure (ST), which yielded a significant difference. The independent variable was learning community compared to freestanding classes (group). Follow-up independent t tests were also conducted to evaluate the differences in the means between the two groups and to explore which dependent variables contributed to the multivariate difference, which resulted in significant differences in inimical ambiance, affiliation and structure. The researcher concludes that learning communities make a difference for some learners, but not necessarily all and that more research needs to be conducted to find the answers to the questions concerning the efficacy and sustainability of learning communities in higher education.
Date: August 2002
Creator: Dodd, Patricia M.
Partner: UNT Libraries

A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average

Description: The intent of this study was to examine the relationship between media multitasking orientation and grade point average. The study utilized a mixed-methods approach to investigate the research questions. In the quantitative section of the study, the primary method of statistical analyses was multiple regression. The independent variables for the study were media multitasking orientation, gender, age, and income. The dependent variable for the study was grade point average. Three out of four independent variables, namely, media multitasking orientation, gender and age were statistically significant predictors of grade point average. In the qualitative section of the study, seven participants were interviewed to determine how individual differences in media multitasking orientation manifest themselves in academic settings.
Date: August 2012
Creator: Lee, Jennifer
Partner: UNT Libraries

Extending the Apprenticeship through Informal Learning on Facebook: An Interpretative Phenomenological Analysis of the Lived Experiences of Music Faculty

Description: Facebook studio groups/pages are commonly used by applied music faculty to communicate with current students, recruit new students, share students' activities, and promote faculty members' professional performances and academic endeavors. However, the blurred lines between academic, professional performance, and social activities in the field have led to a wide variety of approaches to Facebook use by music faculty. This dissertation documents the first generation of music faculty social media users and investigates the beliefs, intent, and lived experiences of music faculty who use Facebook studio groups/pages to communicate with their students. Four music faculty were interviewed and a semester's Facebook studio group/page data collected for each faculty member. Interviews and Facebook data were analyzed using Interpretative phenomenological analysis (IPA) to identify emergent, and ultimately super-ordinate, themes from the data. The three super-ordinate themes that emerged were: Impact of Social Media on Studio Teaching and Learning, Learning through Enculturation, and Faculty Lived Experiences with Facebook Studio Groups/Pages. Findings of the study included: faculty concerns about personal and professional risk; the observation that teaching and learning are occurring through these Facebook studio groups/pages by way of the process of enculturation, but without evidence of a Virtual Community of Practice; and, a multitude of group/page management practices developed in isolation that suggest a need for discussion/debate and training in the field to determine best practices for using Facebook studio groups/pages as an extension of the physical studio. Recommendations include training for music faculty that situates Facebook studio groups/pages within the enculturation process of students pursuing careers in music, music department development of guidelines for Facebook group/page creation and management based upon their institutions' rules and oversight procedures, and the sharing of exemplar Facebook studio groups/pages by professional music education organizations to encourage discussion of best practices for teaching and learning in informal environments.
Date: May 2017
Creator: Meredith, Tamara
Partner: UNT Libraries

University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies

Description: This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability (n = 21), and international students (n = 28) regarding their attitudes toward and actions associated with inclusive instruction based on the universal design for learning (UDL) principles and practices. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a large, public Southwest university (N = 134). The ITSI and ITSI-S contain seven subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, (e) inclusive classroom, (f) inclusive assessment, and (g) disability laws and concepts. A series of multivariate analyses of variances (MANOVAs) measured the overall of attitude subscales and overall action subscales, and an independent-samples test (t-test) compared mean scores on the seven Attitude subscales and seven Action subscales to identify predictors of these attitudes and actions among faculty and students. The main findings were (a) significant differences among diverse students, where students with disability responded negatively on the Action subscales and (b) significant differences between faculty and diverse students where international students had a positive attitude on the Attitude subscales, whereas students with disability had a negative attitude on the Action subscales toward the actual practices of their faculty. Results of the current study respond to the gap in the literature by examining the inclusive instruction environment based on UDL in a university environment. The implications of these findings and recommendations for future research are discussed.
Access: This item is restricted to UNT Community Members. Login required if off-campus.
Date: May 2017
Creator: Alamri, Abdulrahman Saleh
Partner: UNT Libraries

Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style

Description: The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used. It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate Algebra. There was no significant prediction of achievement in Beginning Algebra. For Intermediate Algebra math anxiety was a significant predictor for final exam percentage and locus of control was a significant predictor for final grade percentage. Only the instructional method contributed significantly to the prediction of attrition. While these findings are statistically significant, they account for only a small part of student success. However, the results had implications for the future. In particular, further study should be given to the question of whether CAI, and its associated expenses, is prudent for developmental mathematics instruction.
Date: May 2000
Creator: Blackner, Deborah Martin
Partner: UNT Libraries

The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology

Description: The objectives of this study were (1) to identify and describe task-based documentation; (2) to identify and describe any purported changes in users attitudes when IT migration was preceded by task-based documentation; (3) to suggest implications of task-based documentation on users attitude toward IT acceptance. Questionnaires were given to 150 university students. Of these, all 150 students participated in this study. The study determined the following: (1) if favorable pre-implementation attitudes toward a new e-mail system increase, as a result of training, if users expect it to be easy to learn and use; (2) if user acceptance of an e-mail program increase as expected perceived usefulness increase as delineated by task-based documentation; (3) if task-based documentation is more effective than standard help menus while learning a new application program; and (4) if training that requires active student participation increase the acceptance of a new e-mail system. The following conclusions were reached: (1) Positive pre-implementation attitudes toward a new e-mail system are not affected by training even if the users expect it to be easy to learn and use. (2) User acceptance of an e-mail program does not increase as perceived usefulness increase when aided by task-based documentation. (3) Task-based documentation is not more effective than standard help menus when learning a new application program. (4) Training that requires active student participation does not increase the acceptance of a new e-mail system.
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Date: May 1999
Creator: Bell, Thomas
Partner: UNT Libraries

Retention: Course Completion Rates in Online Distance Learning

Description: Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
Date: December 2015
Creator: Phillips, Alana S.
Partner: UNT Libraries

School and Community Partnerships: Effect on At-risk Elementary Student Populations

Description: The purpose of this study was to investigate the current practices of school and community partnerships in five North Texas elementary schools. In addition, the study focused on the influence community partnerships have on at-risk students based on at-risk indicators data. The literature revealed that when schools, parents, and families work together, students tend to earn higher grades, attend school more regularly, stay in school longer, and enrolled in coursework beyond high school. The target population included approximately 350 administrators, teachers, and paraprofessionals from five North Texas elementary schools. Also included were the respective partners from each of the five elementary schools. This research included online survey instrument and data were gathered and analyzed through a combination of statistical procedures and descriptive and inferential statistics. The results may provide other schools with a profile of school and community partnerships that can be implemented as a method to help their at-risk student populations. Findings included a descriptive analysis of factors that contributed to the success of community engagement efforts as well as those factors that limited those efforts. A secondary purpose of this study was of continuous improvement in developing these approaches through a goal-setting approach. Schools included in the study provided a next steps plan by describing their major goal(s) for improving existing school and community partnerships over the next 3 years.
Date: December 2015
Creator: Tucker, Linda Cavazos
Partner: UNT Libraries

Evaluating and Blending Multimedia Mobile Applications into Technical Training

Description: This study in the aerospace ground equipment (AGE) apprentice course at Sheppard Air Force Base, Texas, examined the use of mobile digital devices to determine which device leveraged the best results and was most compatible with military technical training requirements. The sample consisted of 160 students who attended the course between January and June, 2010. Three devices loaded with course materials were issued to the students, who used the devices in the classroom and were encouraged to use the devices to enhance their study time after class. Quantitative data were obtained by comparing block test scores to determine if any device produced a significant change in student learning. Qualitative data were collected from surveys administered to instructors and students to measure which device instructors and students found easiest to understand and use, and student satisfaction with the device. An analysis of variance (ANOVA) revealed a statistically significant difference (p < .05) in the block test mean scores between groups using mobile devices and the students in the control group that had no device. Post hoc comparisons on each block showed that there was a statistically significant difference between students using the smartphone and students using the other devices, but no statistically significant difference in the block test mean scores between students using the iPod and the netbook. The netbook leveraged the best results, both in block test scores and student satisfaction. The greatest reported disadvantage of the smartphone and the iPod Touch was the small screen size.
Date: May 2011
Creator: Moore, Billy R.
Partner: UNT Libraries

Social Context of Human Computer Interaction : An Examination of User Adoption of Electronic Journals

Description: This study sought to determine whether or not factors such as relative advantage, compatibility, result demonstrability, ease of use, image, visibility, and voluntariness were involved in users' adoption of a refereed Web-based journal for informational, citation, and publication purposes. In addition, the study tested whether or not exposure to a prototype of a refereed Web-based journal would change users' perceptions concerning how well they would interact with the journal.
Date: December 1997
Creator: Scannell, Janette Bradley
Partner: UNT Libraries

Comparing the Readability of Text Displays on Paper, E-Book Readers, and Small Screen Devices

Description: Science fiction has long promised the digitalization of books. Characters in films and television routinely check their palm-sized (or smaller) electronic displays for fast-scrolling information. However, this very technology, increasingly prevalent in today's world, has not been embraced universally. While the convenience of pocket-sized information pieces has the techno-savvy entranced, the general public still greets the advent of the e-book with a curious reluctance. This lack of enthusiasm seems strange in the face of the many advantages offered by the new medium - vastly superior storage capacity, searchability, portability, lower cost, and instantaneous access. This dissertation addresses the need for research examining the reading comprehension and the role emotional response plays in the perceived performance on e-document formats as compared to traditional paper format. This study compares the relative reading comprehension on three formats (Kindle, iTouch, and paper) and examines the relationship of subject's emotional response and relative technology exposure as factors that affect how the subject perceives they have performed on those formats. This study demonstrates that, for basic reading comprehension, the medium does not matter. Furthermore, it shows that, the more uncomfortable a person is with technology and expertise in the requested task (in this case, reading), the more they cling to the belief that they will do better on traditional (paper) media - regardless of how well they actually do.
Date: May 2010
Creator: Baker, Rebecca Dawn
Partner: UNT Libraries

Effects of Bring Your Own Device Initiatives Related to Instructional Planning and Classroom Environment in Two Texas High Schools

Description: This study was an examination of 20 North Texas high school teachers' perceptions about the effects of bring your own device (BYOD) initiatives on instructional planning and classroom environment. The BYOD initiative at two high school campuses was studied through a qualitative approach, i.e. a collective case study. Data were collected through interviews, classroom observations, and reviews of participants' lesson planning documents. The findings indicated teachers had to plan for inequitable technology access, technology support, effective classroom management, and relevant content to support student learning effectively. Teachers participated in professional development focused on planning for student devices, effective use of instructional technology, and classroom management during this type of instruction. Results revealed that, during instruction that included students' devices, teachers believed student engagement and content retention were greater. Observation data also indicated that students were more engaged in the instruction. The interviews and classroom observations indicated that students assumed a more active role in their learning during these lessons, and teachers facilitated and provided more support as needed. Effective planning and classroom management were identified as key components in the success of this type of initiative. Overall, the study supports the necessity for relevant professional development for teachers and campus administrators to ensure the success of BYOD initiatives. Similarly, these two groups should work together to develop the campus framework to support BYOD technology in the classroom.
Date: May 2017
Creator: Miller, Shawn J
Partner: UNT Libraries