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Psychometric Development of the Adaptive Leadership Competency Profile

Description: This study documented the psychometric development of the Adaptive Leadership Competency Profile (ALCP). The ALCP was derived from a qualitative database from the National Science Foundation project (NSF 9422368) and the academic body of literature. Test items were operationalized, and subject matter experts validated 11 macro-leadership competencies and 65 items. Rasch rating scale measurement models were applied to answer the following questions: (a) How well do the respective items of the ALCP fit the Rasch rating scale measurement model for the 11 scales of the ACLP? (b) How well do the person's abilities fit the Rasch rating scale measurement model, using the 11 scales of the ALCP? (c) What are the item separation and reliability coefficients for the 11 ALCP scales? (d) What are the person separation and reliability coefficients for the 11 ALCP scales? This study also sought to discern whether the ALCP could predict leader effectiveness as measured by the likelihood ratio index and frequency of correct predictions indices. The WINSTEPS and LIMDEP programs were used to obtain Rasch calibrations and probit estimates, respectively. The ALCP profiles the frequency and intensity of leadership behavior. Composite measures were calculated and used to predict leadership effectiveness. Results from this study validated 10 competencies and 55 items.
Date: December 2000
Creator: Sherron, Charles T.
Partner: UNT Libraries

Students' Criteria for Course Selection: Towards a Metadata Standard for Distributed Higher Education

Description: By 2007, one half of higher education students are expected to enroll in distributed learning courses. Higher education institutions need to attract students searching the Internet for courses and need to provide students with enough information to select courses. Internet resource discovery tools are readily available, however, users have difficulty selecting relevant resources. In part this is due to the lack of a standard for representation of Internet resources. An emerging solution is metadata. In the educational domain, the IEEE Learning Technology Standards Committee (LTSC) has specified a Learning Object Metadata (LOM) standard. This exploratory study (a) determined criteria students think are important for selecting higher education courses, (b) discovered relationships between these criteria and students' demographic characteristics, educational status, and Internet experience, and (c) evaluated these criteria vis-à-vis the IEEE LTSC LOM standard. Web-based questionnaires (N=209) measured (a) the criteria students think are important in the selection of higher education courses and (b) three factors that might influence students' selections. Respondents were principally female (66%), employed full time (57%), and located in the U.S. (89%). The chi square goodness-of-fit test determined 40 criteria students think are important and exploratory factor analysis determined five common factors among the top 21 criteria, three evaluative factors and two descriptive. Results indicated evaluation criteria are very important in course selection. Spearman correlation coefficients and chi-square tests of independence determined the relationships between the importance of selection criteria and demographic characteristics, educational status, and Internet experience. Four profiles emerged representing groups of students with unique concerns. Side by side analysis determined if the IEEE LTSC LOM standard included the criteria of importance to students. The IEEE LOM by itself is not enough to meet students course selection needs. Recommendations include development of a metadata standard for course evaluation and accommodation of group differences in ...
Date: August 2000
Creator: Murray, Kathleen R.
Partner: UNT Libraries

Comparison of Computer Testing versus Traditional Paper and Pencil Testing

Description: This study evaluated 227 students attending 12 classes of the Apprentice Medical Services Specialist Resident Course. Six classes containing a total of 109 students took the Block One Tests in the traditional paper and pencil form. Another six classes containing a total of 118 students took the same Block One Tests on computers. A confidence level of .99 and level of signifi­cance of .01 was established. An independent samples t-test was conducted on the sample. Additionally, a one-way analysis of variance was performed between the classes administered the Block One Tests on computers. Several other frequencies and comparisons of Block One Test scores and other variables were accomplished. The variables examined included test versions, shifts, student age, student source, and education levels. The study found no significant difference between test administration modes. This study concluded that computer-administering tests identical to those typically administered in the traditional paper and pencil manner had no significant effect on achievement. It is important to note, however, that the conclusion may only be valid if the computer-administered test contains exactly the same test items, in the same order and format, with the same layout, structure, and choices as the traditional paper and pencil test. In other words, unless the tests are identical in every possible way except the actual test administration mode this conclusion may not be applicable.
Date: August 2000
Creator: Millsap, Claudette M.
Partner: UNT Libraries

An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth

Description: With the advent of increased juvenile delinquency in our nation, the need for prevention and rehabilitation is paramount. Juvenile delinquent acts are becoming more serious and violent with offenders perpetrating at younger ages. Analysis suggests an increase in juvenile crime in the near future (Stone, 2000). Pinpointing the cause of delinquency is an arduous task because of the many contributing factors (e.g., impulsivity, aggression, low intellect, poor family attachment, drug, and alcohol abuse). By changing the emotional deficits found in beginning delinquency, the likelihood of developing delinquent behavior may be impeded. Research indicates that adolescents who commit crimes are lacking in empathy (e.g., Aleksic, 1975; Cohen & Strayer, 1996; Ellis, 1982; Gibbs, 1987; Marcus & Gray, 1998), thus, promoting empathy may be an avenue for prevention and rehabilitation. This study examined the levels of empathy of adjudicated youth in four juvenile correctional facilities in Texas. Using the Interpersonal Reactivity Index (IRI), empathy levels of 170 youth were examined. Youth in the study demonstrated low levels of empathy. The study found that empathy levels of adjudicated youth were differentiated by incarcerating facility, IQ, type of offense, disability status, and phase level of a re-socialization training program. Age was not found to be a significant factor for differentiating empathy levels. Youth demonstrated similiar empathy levels at three of the four incarcerating facilities. However, empathy scores were still below average. IQ ranges were differentiated by the IRI, and found to be lower than normed scores. Type of committing offense was discriminated and found to indicate low empathy levels. Youth without an identified disability scored lower than subjects with emotional/behavioral disorders (E/BD) and youth with learning disabilities (LD). This may reflect the pattern of underidentification of juveniles in correctional facilities (Nelson, Rutherford, & Wolford, 1987). Phases of Re-socialization is an instructional therapuetic program with ...
Date: August 2000
Creator: Broom, Ellen Wildemann
Partner: UNT Libraries

Effects of a Simulation Game on Trainees' Knowledge and Attitudes About Age-related Changes in Learning and Work Behaviors of Older Workers

Description: This investigation was conducted in response to the need for effective diversity awareness programs to help employers create intergenerational-friendly work environments. An experimental pre- and post-test control group randomized block design was employed to answer two research questions about the effects of a simulation game on knowledge and attitudes about age-related changes in learning and work behaviors of older workers. Participants were assessed immediately prior to and following the treatment, followed by a third assessment 60 days later. Necessary measures were taken to control for threats to the study's internal validity. An applicant pool comprised of human resource management and development practitioners and senior undergraduate students enrolled in human resource management courses yielded a sample of 65 participants. Chapter one introduces the study. Chapter two provides a review and summary of relevant literature on ageism in the workplace, training older workers, and simulation games. Chapter three describes the procedures and methods used to answer the research questions. Chapter four presents the results of all analytic procedures related to the investigation. Chapter five provides the conclusions and recommendations based on the findings of this investigation. In this investigation, the treatment group did not score significantly higher on their knowledge of age-related changes in learning and work behaviors of older workers than the control group following treatment. The attitudinal change experienced by the treatment group did not differ significantly from the attitudinal change experienced by the control group. Recommendations for further research include the following: (a) the disordinal interactive effect of the control group's performance on the knowledge measure during the 60-day interval between post assessments warrants further investigation, (b) the statistically significant change in attitude that occurred within each group during the 60-day interval following treatment warrants further investigation, and (c) more reliable instruments need to be developed for measuring the ...
Date: May 2000
Creator: Dunn, Suzanne
Partner: UNT Libraries

An inquiry into the factors influencing the development of the field of Behavior Disorders: A qualitative approach

Description: This dissertation has explored the origins of the field of Behavioral Disorders via a qualitative approach. In order to collect data, interviews were conducted with respondents who were selected via purposeful sampling. All respondents have had a significant impact on the field of special education as evidenced by scholarship and leadership throughout their careers. Data analysis of the interview transcriptions was accomplished through the utilization of computer software. The data indicated six areas/topics that were seen among respondents as being significant to the development of the field of Behavioral Disorders.
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Date: August 2000
Creator: Menendez, Anthony L.
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

An Online Academic Support Model for Students Enrolled in Internet-Based Classes

Description: This doctoral dissertation describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators. Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01. Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams. Both the control group and the non-SI participants had average course grades of 2.0 on a 4.0 scale. The students who participated in at least one SI session had an average final course grade of 2.5, exceeding their previous grade point average of 2.15. Participation in one SI session using CMC was linked to a one-fourth letter grade improvement in students' final course grades. Although not statistically significant, on the average, SI participants had slightly better course retention, marginally increased course satisfaction, and fewer student-initiated contacts with their instructors.
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Date: May 2000
Creator: Rockefeller, Debra J.
Partner: UNT Libraries

The Relationship Between Time-On-Task in Computer-Aided Instruction and the Progress of Developmental Reading Students at the University of Texas at Brownsville and Texas Southmost College

Description: This research sought to determine what relationship exists between time-on-task in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test. Time-on-task is the time during which a student actively works on Destinations activities, as recorded by the software management system. TASP, an exam required of all students in Texas public colleges, assesses reading, math, and writing skills. The population was made up of 482 students who took the TASP exam before and after CAI and who used Destinations CAI for remediation of reading skills. Null hypotheses were explored using Pearson correlation and linear multiple regression. The findings for the null hypotheses were the following: Ho1 - Correlation and linear regression correlation showed that time-on-task in Destinations CAI had no significant effect on the TASP scores of the population studied. Ho2 - Correlation and linear regression correlation showed that females made significantly better gains on the TASP test from CAI than males. Ho3 - Correlation and linear regression correlation showed that low-achiever students made no better gains on the TASP test from time-on-task in CAI than high-achiever students. Difference between the two group's gains was not statistically significant. Ho4 - The regression equations predicted the gain in TASP reading scores for less than 1% of the population studied. Only the regression equations for male students and female students separately were statistically significant. The researcher recommends replication of this study each semester to determine the effectiveness of CAI. Regular and systematic evaluation using pretest and posttest data will provide benchmarks so that the value of changes in instructional methods can be measured. This method of research can help to clarify questions that should be answered through other research methods.
Date: December 1999
Creator: Lansford, Carl Edwin
Partner: UNT Libraries

Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population

Description: The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career roles and supported the importance of language as an important contributor to a person's life success and the correlation of EBD disabilities and speech/language disorders. Social skills instruction, the relationship of language, especially pragmatics, and social competencies for this population are included. The results revealed a relationship between ethnicity and speech/language disorders among the students identified with EBD. In considering the population of students identified as EBD and language disordered, a significant relationship was found between ethnicity and socioeconomic status. Recommendations include suggestions for future research, assessment procedures, classroom interventions, and data collection methods.
Date: May 2000
Creator: Silver, Kathi Olinsky
Partner: UNT Libraries

An evaluation of job satisfaction among salespersons in a small department store using four psychological measures.

Description: The purpose of this study was to examine the potential of three independent psychological scales (Rotter's Locus of Control, Karasek's Job Content Questionnaire [non-injury job stress], and Rosenberg's Self-Esteem Scale) to predict job satisfaction, as measured by Brayfield and Rothe's Index of Job Satisfaction, among salespersons in a small independent department store in Wichita Falls, Texas. An 82-item survey which examined the dynamics of a salesperson's work life was administered to 20 individuals who were full-time employees of the department store. Demographic data were also gathered although these factors were not entered into the regression analysis. A multiple regression procedure examined the responses of the 20 employees who participated in the study. The R-squared coefficient indicates that 41 percent of the variance in Job Satisfaction was explained by the three predictor measures. A major proportion of this unexplained variance may be in variables outside the scope of this study, e.g., salaries, vacation time, benefits, bonuses, or commissions. Results suggest that the independent variables measured by the Locus of Control Scale and the Job Content Questionnaire in combination were the best predictors of job satisfaction with a significance level of .01. The single best predictor was the Job Content Questionnaire, significant at .03. The three instruments (Locus of Control, Self-Esteem, and Job Content Questionnaire) which comprised the independent variables, reached a significance level of .03 in their prediction of job satisfaction (Brayfield-Rothe Index of Job Satisfaction). Study results indicate that a majority of the employees in the sample population were satisfied with their jobs and with the leadership style manifested by the store manager. In addition, job security was believed to be satisfactory. Inasmuch as there is a void in the literature regarding personal characteristics of salespersons as variables that interact with job satisfaction, comparisons of the findings of this research ...
Date: May 2002
Creator: Webb, Ruth Sherrill
Partner: UNT Libraries

Detecting the Presence of Disease by Unifying Two Methods of Remote Sensing.

Description: There is currently no effective tool available to quickly and economically measure a change in landmass in the setting of biomedical professionals and environmental specialists. The purpose of this study is to structure and demonstrate a statistical change-detection method using remotely sensed data that can detect the presence of an infectious land borne disease. Data sources included the Texas Department of Health database, which provided the types of infectious land borne diseases and indicated the geographical area to study. Methods of data collection included the gathering of images produced by digital orthophoto quadrangle and aerial videography and Landsat. Also, a method was developed to identify statistically the severity of changes of the landmass over a three-year period. Data analysis included using a unique statistical detection procedure to measure the severity of change in landmass when a disease was not present and when the disease was present. The statistical detection method was applied to two different remotely sensed platform types and again to two like remotely sensed platform types. The results indicated that when the statistical change detection method was used for two different types of remote sensing mediums (i.e.-digital orthophoto quadrangle and aerial videography), the results were negative due to skewed and unreliable data. However, when two like remote sensing mediums were used (i.e.- videography to videography and Landsat to Landsat) the results were positive and the data were reliable.
Date: May 2002
Creator: Reames, Steve
Partner: UNT Libraries

An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students.

Description: The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.
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Date: May 2002
Creator: McVay, Richard B.
Partner: UNT Libraries

Learning Style and Preferred Mode of Delivery of Adult Learners in Web-Based, Classroom, and Blended Training

Description: The purpose of this study was to investigate the association between adult learners' preferred learning style and preference for delivery mode. The subjects (n=61) were technical and billing support call center employees from an Internet company in Dallas, Texas. The participants were randomly assigned to one of six groups and given Kolb's Learning Style Inventory to assess their preference for learning style. They received training on three modules of “Influencing Others Positively,” with each module delivered via one of three methods (web-based, classroom, and blended). Participants were also administered two surveys. The first survey collected demographic information and asked which method that they expected they would prefer. The second survey was administered after the course and asked them to rank their preferences for delivery method. It was hypothesized that learning style would be significantly associated with preference for delivery method. The data was analyzed using descriptive statistics and a chi-square test of independence for the variables learning style and preferred mode of delivery. Although the chi-square test of independence did not produce statistical significance, some interesting trends were identified in the data. Specifically, a majority of the participants preferred a blended approach to training delivery (a combination of self-paced web-based training and classroom group exercises). No Divergers preferred classroom training and no Accommodators preferred web-based training. Additionally, a logistic regression analysis indicated that Assimilators were six times more likely than Divergers to prefer a blended approach to training (p=.10). Further studies should utilize other learning style theories, explore different types of learning outcomes and delivery methods, and include a larger sample from different organizations. Training needs assessments should include learning style inventories as part of the audience analysis prior to training development.
Date: August 2002
Creator: McFeely, David
Partner: UNT Libraries

Establishing the utility of a classroom effectiveness index as a teacher accountability system.

Description: How to identify effective teachers who improve student achievement despite diverse student populations and school contexts is an ongoing discussion in public education. The need to show communities and parents how well teachers and schools improve student learning has led districts and states to seek a fair, equitable and valid measure of student growth using student achievement. This study investigated a two stage hierarchical model for estimating teacher effect on student achievement. This measure was entitled a Classroom Effectiveness Index (CEI). Consistency of this model over time, outlier influences in individual CEIs, variance among CEIs across four years, and correlations of second stage student residuals with first stage student residuals were analyzed. The statistical analysis used four years of student residual data from a state-mandated mathematics assessment (n=7086) and a state-mandated reading assessment (n=7572) aggregated by teacher. The study identified the following results. Four years of district grand slopes and grand intercepts were analyzed to show consistent results over time. Repeated measures analyses of grand slopes and intercepts in mathematics were statistically significant at the .01 level. Repeated measures analyses of grand slopes and intercepts in reading were not statistically significant. The analyses indicated consistent results over time for reading but not for mathematics. Data were analyzed to assess outlier effects. Nineteen statistically significant outliers in 15,378 student residuals were identified. However, the impact on individual teachers was extreme in eight of the 19 cases. Further study is indicated. Subsets of teachers in the same assignment at the same school for four consecutive years and for three consecutive years indicated CEIs were stable over time. There were no statistically significant differences in either mathematics or reading. Correlations between Level One student residuals and HLM residuals were statistically significant in reading and in mathematics. This implied that the second stage of ...
Date: May 2002
Creator: Bembry, Karen L.
Partner: UNT Libraries

The Effect of an Electronic Evaluation Questionnaire Format on the Return Rate From Field Supervisors.

Description: The purpose of this study was to examine the usefulness of electronic-based questionnaires as a tool to gather data from field supervisors in the medical profession at various military bases. The study compared the response effects of an electronic evaluation questionnaire with the traditional method of paper-based questionnaires in gathering Level 3 data. The number of returns affects the amount of information available to the course personnel in creating a viable program that ensures the success of service members entering the occupational field and, ultimately, affecting the number of service members who remain beyond their first enlistment. The return rate and amount of missing data were tracked. Supervisors of graduates of a medical program who had observed service members for a minimum of 4-months were participants in the study. The z-test for comparing two proportions was used to determine significance of the study at the .05 level. Findings indicate that there was a significant difference in return rates and the amount of missing data when using the electronic format. Based on this study, the electronic-based questionnaire as a data-gathering tool provided a higher number of returns in a quicker time frame with fewer missing data in the technical training environment. Copyright is held by the author, unless otherwise note
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Date: May 2005
Creator: Pineau, Deborah M.
Partner: UNT Libraries

An Assessment of Technology Learning Styles, Skills, and Perceptions Among Teachers of Grades Pre-Kindergarten Through Four.

Description: This study investigated whether a relationship exists between learning style and the self-reported technology-related needs, beliefs, stages of adoption, software expertise, and technology competencies of teachers in a large suburban school district. The Gregorc Style Delineator was used to identify dominant learning style, and the Snapshot Survey was used to measure technology-related needs, beliefs, stages of adoption, and software expertise. Technology competencies were measured using the Technology in Education Competency Survey. Data collected from 499 participants was included in data analysis. The study was conducted at each of the 12 elementary schools of a large suburban district in the Dallas-Fort Worth Metroplex. The findings suggest that there is a significant relationship between learning style and the technology-related needs, stages of adoption, software expertise, and competencies of teachers. The relationship between learning style and technology-related needs was significant at the p < .01 level. The relationships between learning style and technology-related stages of adoption, software expertise, and technology competencies were significant at the p < .05 level. Members of the abstract sequential [AS] learning style group reported having significantly fewer needs and significantly higher stages of adoption, software expertise, and competency than members of one or more of the other learning style groups. More research is recommended to determine whether these findings could be utilized to improve teacher staff development in the area of technology. Possible applications may include mentoring programs and the customization of training models to more closely match learning style profiles.
Date: December 2004
Creator: Brubaker, Douglas D.
Partner: UNT Libraries

A Comparison of Trainee and Supervisor Perceptions of Transfer Climate in a Union-Based Training Program.

Description: A supportive work climate is critical for successful transfer of learning. Influences in the work environment affect the trainee's ability to apply new skills to the job. The supervisor can be a significant figure in the trainee's perception of a supportive transfer climate. Little is known of the effect of supervisor participation in the training on transfer climate. The purpose of this study was to identify differences in trainee and supervisor self-perceptions of the factors affecting transfer climate. Additionally, this study examined the effects of supervisor participation in the training program on perceptions of transfer climate. The participants in this study were trainees in a union-sponsored instructor training program and their supervisors. The study found perception gaps between the overall perception of transfer climate and supervisor support. The level of supervisor participation in the training program was not to be a factor in the differences between the trainee and supervisor perceptions. No statistically significant difference exists in the perception of other transfer climate factors: supervisor sanctions, peer support, resistance/openness to change, and feedback/performance coaching. In addition, the study found that supervisor participation in the training made little difference in the perceptions of transfer climate by supervisors and trainees. Studies comparing trainee and supervisor perceptions of transfer climate and the effect of supervisor participation in the training on these perceptions are needed from other organizations before extensive generalizations can be made.
Date: December 2004
Creator: Dodson, Gayle J.
Partner: UNT Libraries

The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators

Description: This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.
Date: May 2005
Creator: Mooneyham, Mary Charlotte Shepherd
Partner: UNT Libraries

Reading and Math Outcomes for Incarcerated Youth with Emotional and Behavioral Disorders

Description: Helping youths acquire educational skills is one of the most effective approaches to the prevention of delinquency and reduction of recidivism. Access to a high-quality education is particularly important for the growing number of youth committed to juvenile corrections, especially for those who have been diagnosed with a disability. Research has shown a tremendous gap about the academic outcomes of incarcerated juveniles with emotional disabilities. Thus, the focus of this study was to examine the academic outcomes in reading and math for youth with emotional/behavioral disorders (E/BD) released from Texas Youth Commission (TYC) programs between September 2003 and September 2004. The study examined if the rate of academic growth in reading and math as indicated by pre- and post-test scores on the Test of Adult Basic Education (TABE), are different for youth with E/B as compared to youth with other disabilities and youth without disabilities who were adjudicated in TYC programs.
Date: May 2005
Creator: Monfore, Dorotha Rombuck
Partner: UNT Libraries

Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading

Description: This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.
Date: May 2005
Creator: Moore, Bridgit R.
Partner: UNT Libraries

Leadership preferences of a Generation Y cohort: A mixed methods study.

Description: Presently there are four generational cohorts in the workplace. Born from 1977 to 1997, the youngest cohort group, referred to as Generation Y (or Gen Y) in this study, has 81 million members, of whom over 29 million are already in the workplace. The importance of leader-subordinate relationships in the workplace has been confirmed; in recognizing this, leaders must identify and adapt to the changing era-shaped needs of employees, who cannot fully participate in organizational life if their most urgent needs are not being met. Because Gen Y employees are only now entering the workforce, little is actually known about the workplace needs of this cohort group. This study attempted to determine leadership needs of a Gen Y cohort as a means to enhance workplace relationships in the 21st century organization. A sequential, mixed methods study was employed to explore leadership preferences of a Gen Y cohort. Initially, focus group interviews were used to generate leadership themes. Based on these themes, an instrument was designed, and Gen Y business students from three higher education institutions were surveyed. Confirmatory factor analysis using LISREL software was used to test the themes. The driving force behind this research design was to build a foundation of understanding through inductive research (qualitative) and to test and enrich the foundation through deductive means (quantitative).
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Date: May 2005
Creator: Dulin, Linda
Partner: UNT Libraries

Knowledge management in virtual organizations: A study of a best practices knowledge transfer model.

Description: Knowledge management is a major concern for organizations today, and in spite of investments in technology, knowledge transfer remains problematic. This study sought to determine whether a relationship exists among participant group demographics (experience), implementation of an integrated knowledge transfer system (best practices model), knowledge transfer barriers, and knowledge transfer project (Web-based training) outcome in a virtual organization. The participant organization was a network of individuals and groups who practice patient advocacy in the research and treatment of cancer. These advocates volunteer in various capacities and are not collocated nor do they report to any single organizational entity. Volunteer participants were randomly assigned to a treatment or control condition. The treatment participants received a training supplement based upon a best practices knowledge transfer model. All participants reviewed a Web-based communications training module scheduled for deployment by the participant organization. Upon completion of the training program, participants were instructed to practice specific techniques from the program. At the end of this period, participants completed an online survey that measured demographics, perceived barriers to the knowledge transfer, and project outcome. Knowledge transfer barriers were defined as knowledge, source, recipient, and organizational context characteristics that inhibit the expected transfer. Project outcome was a composite score of items measuring completion time, budget, and satisfaction of the user. Multiple regression identified two significant predictor variables, source (the training program and implementation) and experience (amount of time spent in advocacy practice). Additional analyses found knowledge (causal ambiguity and unproven knowledge) and the experimental treatment condition to show a strong relationship with the explained variance of the dependent variable, knowledge transfer project outcome. Results suggest that an online training implementation is a valid tool for certain specific transfer design characteristics. Experience was a negative predictor of outcome, suggesting that participant-specific level of training material may produce improved ...
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Date: May 2005
Creator: Berryman, Reba
Partner: UNT Libraries

The Effects of a Career Education Program on the Career Choices of Fifth-grade Students.

Description: The career development of students, demonstrated by students' career interest, is important for a more effective career education program. This study focused on the career choices of fifth grade students through the use of a career interest inventory before and after the use of a career education program. The design was experimental, and the purpose was to determine if there were differences in the career interest of fifth grade students who participated in a career education program compared with the career interest of fifth grade students who did not participate in a career education program. The COPS-PIC Picture Inventory of Careers (COPS-PIC) was used as a pretest and posttest for fifth grade students to determine baseline career interests. The COPS-PIC career inventory results were incorporated into the career education program and served as a career planning guide for incorporating students' input into career choices and exploration of those choices for a better understanding of the process of finding out who they want to be and what type of careers exists. The experimental group was provided instruction and career exploration opportunities for 4 weeks. The control group was not provided career education instruction and career exploration opportunities. This study suggests that fifth grade students who participated in a career education program were able to make more concentrated career choices at higher levels of interest after participating in the career education program. Additional studies that include the use of career interest inventories and a career education program are needed before extensive generalizations can be made.
Date: December 2005
Creator: Barton-Cox, Florence Faye
Partner: UNT Libraries