The purpose of this study was to develop a model that would enhance the development, dissemination, and adoption of educational multimedia materials. The grounded theory definition of open coding was used to analyze data collected from the 3-year Technology Leadership Web Library Project at the University of North Texas. Weekly meeting minutes, email communication, reports, notes, questionnaires, and surveys were examined to determine major factors involved in the process of product development and dissemination. From the analysis of this study, five major factors in product development and dissemination were identified. These factors were leadership, team dynamics, expert advisors, feedback, and consumers. The synthesis of the factors led to the development of the PROMOTE (process revolving around ongoing management of team and evaluative feedback) model. The PROMOTE model is based on the establishment of a system that includes leadership, development team, and expert advisors at its center. The system is tied together with well-established feedback loops for stages of evaluation. The PROMOTE model is iterative and uses consumer feedback to generate new products. The PROMOTE model differs from other product development and evaluation models both in the focus of the process and the nature of the evaluation feedback.

The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this …

This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.

The study examined current and future trends in computer use in elementary school settings. A survey instrument was developed and validated for distribution to a random sample of 200 technology coordinators in the public school districts in the state of Texas from whom 95 responses were received. The survey instrument was used to obtain information about five areas of computer use in elementary schools. These areas are: physical configurations, instructional uses, implementation issues, training and staff development, and Internet use. The study found that all public school districts that participated in the study have acquired computer hardware in their elementary schools. In addition, some other advanced computer technology components are starting to be found in elementary schools, such as teacher workstations, CD-ROM, interactive video, computer multimedia, LCD panels, and laser printers. Respondents reported that elementary school teachers in their districts have incorporated computers into their classrooms as an instructional tool and many changes have occurred in teachers’ teaching styles due to computers. However, there are some problems that hinder the effective use of computers. The major problem is lack of training. A high percentage of respondents, 81.3%, indicated that the majority of their elementary school teachers had completed less than …

The purpose of this study was to evaluate the influence of block scheduling and instructional strategies on student achievement in Algebra I. The study was conducted during the 1997-98 school year. This study was comprised of two components, a quantitative study and a qualitative study. The quantitative study focused on block and traditional scheduling and the influence identified through scores on the Texas End-of-Course exam for Algebra I. The sample for this study consisted of 59 school districts from five counties in the north Texas area. The qualitative portion of this study focused on 10 classrooms, 5 block and 5 traditional, taken from the sample of 59 districts. Data for the qualitative study included questionnaires, interviews, and observations. The End-of-Course scores were analyzed using an ANOVA at the .05 level of significance, no significant difference was identified in the achievement levels of the two groups. The qualitative data was organized by categories derived from the NCTM teaching standards. Data from this portion of the study indicated that teachers in both block and traditionally scheduled classes spend their class time in a similar manner, using similar materials, and using more traditional strategies. Additional analyses of data based upon usage of the …

This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it …

Preparing quality teachers is a continuing issue and concern in discussions about the future of schools in many countries. This study described and compared the stated goals and perceived outcomes of teacher preparation programs at the College of Basic Education (CBE) in Kuwait. This information will assist educational decision makers in Kuwait to align teacher preparation at the CBE and decide what is needed to make the programs more effective. The study assessed the perceptions of knowledge, skills, and attitudes of student teachers, new teachers, and instructors toward the existing program at the CBE in Kuwait. The discussion of teacher preparation in Kuwait was used to set a cultural and historical context. The literature reviewed recommendations from the United States to develop a framework of five common standards for analyzing the teacher preparation curriculum: content knowledge, instruction, diversity, professional development, and field work. In addition, research and evaluation of teacher education programs were reviewed for perceptions of student teachers and new teachers about their preparation and for methodology. Document analysis techniques were used with current documents from four major teacher preparation programs in the CBE. Five standards from U.S. recommendations were also found in the CBE curriculum. However, the analysis …

This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utilized in-context, constructivist approaches to positively influence participants' abilities to retain science content knowledge and to affect their belief in themselves as teachers. This intervention was created to respond to all three of the main avoidance factors noted above. The research utilized a quasi-experimental, pretest-posttest control group design. Two pretests and two posttests (science teaching efficacy and content knowledge) were given to all 1,100 environmental science lab students at the participating institution over two long semesters. Three experimental/control groups were formed from this population. The Experimental Group was comprised of 46 students who participated in the ESLEE Intervention. Control Group 1 was comprised of 232 self-described preservice educators …

In this study I analyzed the 1089 desegregation outcomes in federal district courts that occurred between 1994 and 2004 in order to identify a) the legal and non-legal factors in the litigation process that predict pro-desegregation outcomes and b) the judicial patterns that impact the future of desegregation policy. Twenty-one legal and non-legal variables were analyzed via logistic regression analysis to identify factors that predict pro-desegregation outcomes. Only three predictor variables were statistically significant: Government Litigants; Region 3 (West) and Region 4 (Northeast.) Descriptive analyses of the data identified two trends in the pattern of litigation: The percentage of defendant wins increased after 1991 at a lesser rate than has been previously reported. I conclude that based on the results of both the quantitative and qualitative analyses the federal district courts are not a barrier to desegregation and can still be a part of a comprehensive desegregation strategy.

The purpose of the study was to determine the relationship between scores of the new teachers' classroom effectiveness with numerical indexes of mentor support, mentor infrastructure, and workplace ecology. In addition, this study sought to determine the effect of various demographics (i.e., gender, age, race, degree, teaching level, and certification route) on the Classroom Effectiveness Index (CEI) scores of first-year teachers, and to determine the differences, if any, between the Classroom Effectiveness Index scores of first-year teachers who remained on campus, switched campuses, or left the district. This study is primarily correlational in nature - looking for relationships between quantifiable variables. The subjects are 68 first-year teachers. The mandatory mentoring program the subjects were involved in consisted of a paid, veteran teacher who worked on the same campus as the first-year teacher and assisted in instructional or behavioral needs. This study measured the impact of the first-year teachers' mentoring experiences to the Classroom Effectiveness Index scores and teacher retention. The findings suggest that the Classroom Effectiveness Index scores might not be an appropriate tool for uncovering which aspects of mentoring contribute to student achievement and retention. Adding the value-added measurement tool to the categories of mentor support (MS), mentor infrastructure …

Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-length of participation in the Inquiry Institute (zero, three, or six days)-to determine whether or not the three groups differ on the dependent variables-beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.

This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.

The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. …

Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Five Hispanic parents from three households participated in a series of three home interviews. The semi--‐structured interviews addressed family, school, and educational history of the parents, routines of the household, and perceived roles parents played in their children’s mathematics learning. Participants contributed to their children’s mathematics learning through various funds of knowledge including time management, music, sports, construction, shopping, and cooking. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities. This study contributes to the existing funds of knowledge research …

This mixed method study investigated K-6 teacher candidates' beliefs about informal science instruction prior to and after their experiences in a 15-week science methods course and in comparison to a non-intervention group. The study is predicated by the literature that supports the extent to which teachers' beliefs influence their instructional practices. The intervention integrated the six strands of learning science in informal science education (NRC, 2009) and exposed candidates to out-of-school-time environments (NRC, 2010). Participants included 17 candidates in the intervention and 75 in the comparison group. All were undergraduate K-6 teacher candidates at one university enrolled in different sections of a required science methods course. All the participants completed the Beliefs about Science Teaching (BAT) survey. Reflective journals, drawings, interviews, and microteaching protocols were collected from participants in the intervention. There was no statistically significant difference in pre or post BAT scores of the two groups; However, there was a statistically significant interaction effect for the intervention group over time. Analysis of the qualitative data revealed that the intervention candidates displayed awareness of each of the six strands of learning science in informal environments and commitment to out-of-school-time learning of science. This study supports current reform efforts favoring integration …

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.

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 liberation war was a watershed event in the history of Zimbabwe. According to the ZANU PF (Zimbabwe African National Union Patriotic Front) ruling elites, an understanding of the common experiences of the people during the liberation war provides the best opportunity to mold a common national identity and consciousness. However, the representation of important historical events in a nation's history is problematic. At best events are manipulated for political purposes by the ruling elites, and at the worst they are distorted or exaggerated. In Zimbabwe, the representation of the ZAPU/ZIPRA and the ZANU/ZANLA as liberation movements in high school history textbooks during the armed struggle is a hot potato. This study critically examined and explored the contested "representational practices" of the ZAPU/ZIPRA and the ZANU/ZANLA as liberation movements during the Zimbabwean armed revolution. By means of qualitative content analysis, seven high school history textbooks from Zimbabwe were analyzed. Drawing from postcolonial perspectives and insights, particularly Fanon's concept of the pitfall of national consciousness, the study unveiled the way in which Zimbabwean high school textbooks portrayed the ZAPU/ZIPRA and the ZANU/ZANLA as very different liberation movements whose roles and contributions were unequal. High school textbooks depicted the ZANU/ZANLA as a …

In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. …

The multiple case study investigated levels and types of transfer observed in a K-8 STEM (science, technology, engineering, math) academy in a project-based learning (PBL) environment. The academy was constructed two years prior to the study and conducive to PBL instruction. The students and teachers were in the second year of using PBL in the subject of science at the time of the study. The grade levels observed were second, fourth, and sixth grade and each grade level had three PBL units examined from the beginning to the end of the unit. The nine case studies, from the three different grade levels, were observed to identify Haskell's levels and types of transfer as determined by project requirements, observation of students, completed projects, and student interviews. The findings from this study showed that while projects moved the students beyond knowledge acquisition to application of knowledge in completed projects such as books, films, dances, etc., higher levels of transfer and more types of transfer were not evident. Therefore, based on the results of this study, the evidence of lower levels of transfer suggests that the PBL units, though inventive and potentially valuable to student learning, were not designed for higher levels of …

A single case study was used to examine two middle grades mathematics teachers' use of short-cycle formative assessment strategies. Data was collected using multiple sources to provide a description of this single case. Participant change in knowledge of short-cycle formative assessment strategies was collected and analyzed through participant pre- and post-interviews and targeted instructional support was provided through professional development sessions designed to meet diverse needs of participants. Participant change in use of short-cycle formative assessment strategies was collected and analyzed through classroom observations using Assess Today observation protocol and targeted instructional support was provided through post-observation conferences with written feedback. Findings from the study verified that changes in teachers' use of short-cycle formative assessment strategies were positively influenced by the targeted instructional support provided to each participant during the study. The study further indicated that an assessment of teacher's present knowledge and use of short-cycle formative assessment strategies should be considered before providing targeted instructional support to maximize the learning potential for each teacher. Future research is needed regarding the importance of building student self-efficacy through teacher use of short-cycle formative assessment, as well as the importance of involving students in the formative assessment process.

This was a qualitative study designed to document the historical process which brought about a performance-centered accountability (or results-based) system in educator preparation in Texas as reflected in the documents of the first 17 institutions approved under the new approval process for educator preparation. The study will also serve as a historical record which used the change process in political systems to analyze the adoption of the Accountability System for Educator Preparation (ASEP). Additionally, the study provided a thorough review of the literature on Michael Fullan's Change Process Model and David Easton's Political Systems Model.

The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).

This study describes young writers' conferences in school districts in the state of Texas. The study proposed: (a) to describe the characteristics of young writers' conferences; (b) to determine how young writers' conferences were created and implemented; (c) to identify the purpose of writing conferences; (d) to identify the population served; (e) to describe the unique contribution of conferences; (e) to determine the perceived value of conferences to school district personnel. A 26 item survey was developed and distributed to 133 Texas school districts. One hundred percent of the districts responded to the survey or telephone interview Data was collected from the ten districts that provided young writers' conferences for young writers during the 1994-95 school year. Eighty percent of the school administrators surveyed rated their program as very beneficial for young writers. Twenty percent rated their program at the second highest rating, or beneficial. All of the districts reported that as a result of the workshop, writing has become more important in the districts. In addition, the majority of the districts reported that parents are more aware of the importance of writing and that teacher attitudes toward writing have improved as a result of participation in the workshop Districts …