The purpose of this study was to construct portrayals of teachers7 work conceptions in various career stages from the stories they told and the metaphors they used to describe the ways in which teachers learned about their work. Specifically, the study included preservice teachers, first-year teachers, third-year teachers, and teachers with more than four years of teaching experience at the elementary and secondary school levels. Thirty-five elementary and secondary school teachers from the North-Central area of Texas participated in this study (nineteen inservice and sixteen preservice teachers). Qualitative techniques were employed to collect data. The preservice teachers filled out a questionnaire and wrote short stories about their preconceptions of their first year of teaching. Inservice teachers were interviewed using a short questionnaire and a long interview schedule. Nine inservice teachers participated in a storytelling workshop/focus group session. Group stories based on predetermined scenarios were constructed, tape-recorded and transcribed. The focus group session was videotaped and transcribed. Fifteen categories emerged from the analysis of the data: cyclical, ritualized, hierarchical, reciprocal, developmental, experiential, reflective, cumulative, body of knowledge, folkloric, individualized/personalized, order/control/manage, disciplinarian, facilitative, and replicative. These categories represent a summary of the constructs, images, contextual maps and metaphors held by these teachers …

This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of the study was to determine the effectiveness of microcomputer usage in supplemental reading and language instruction. Fifty-one matched pairs of fourth graders completed the one school year study. A t test for related samples was used to analyze the data. Multiple linear regression was used to allow a more detailed review of the basic data, including gender and entering ability. The findings include the following. 1. Post test scores for total reading or total language on the Comprehensive Test of Basic Skills of the experimental group did not differ significantly from the scores of the control group. 2. The incremental differences in the post test scores for the boys or the girls in the experimental group did not differ significantly from those of the boys or the girls in the control group in either reading or language. 3. For students starting lower, toward the middle or higher on the Comprehensive Test of Basic Skills total reading or total language, the relative progress of the experimental group of any of the three groups did not differ …

The primary objective of this study was to describe the influences upon pre-service elementary teachers' preplanning, lesson planning, and bases for interactive decision making during their lesson implementation. Six female volunteer pre-service elementary teachers from the teacher preparation program at the University of North Texas planned and taught three separate lessons in one of the following content areas-social studies, language arts, mathematics, science, and safety, at six different schools in the north Texas area. Each element of the lesson plans (18 total) was classified for analysis. Following the presentation of each lesson, the pre-service teachers were asked to use the repertory-grid technique to sort out five decisions from a series of lesson-implementation decisions which had been observed and recorded by the investigator. Then the six pre-service teachers were interviewed by the investigator using the stimulated recall technique. During the interview, each decision was discussed with the pre-service teachers, who responded to seven structural questions that probed their concerns, attitude, type of concerns, and number of concerns. The six pre-service elementary teachers possessed some ability to direct students in their classroom learning using activities and instructional knowledge. This enabled them to notice individual student performance and that of students in the …

The purpose of this study was to describe and analyze how Homecourt, a nondirective support group at a public high school in the Dallas/Fort Worth area, operates and how it affects students.

The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used …

This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free problem solving software. Sixty-three fourth grade students participated in four instructional sessions using a software package called Moptown Hotel. Students completed separate posttests that measured (1) performance on problems of the same kind as those used in instruction, and (2) transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicate that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences. There was no significant difference between scores when averaged over all four weekly occasions. However, for the final session alone, students who wrote thinking journals scored higher on tests of problem solving transfer than students who did not (p < .01). The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries, and their measured problem solving ability. Results indicate that students …

This study used a posttest only design to determine the effects of a strategic thinking program on the Cognitive Abilities Test (CogAT, Form 4) scores of seventh graders who received direct instruction in Strategic Thinking Skills (STS) with the scores of seventh graders who did not receive direct instruction in STS. The study was conducted in a large suburban middle school in north Texas.

The purpose of this qualitative study was to describe the operation and impact of teacher study groups at one school site throughout a school year. The study was exploratory in nature. The research questions focused on the major factors in the school's external and internal context that impacted the study groups, the typical behaviors and interactions of the study group participants, and the impact of the study groups on the participants, the curriculum, and instruction.

The purpose of this study was to determine the accuracy of advertised reports by computer software companies claiming to improve critical thinking skills.

The purpose of this study was to analyze and compare the values, beliefs, and ideas in school reading textbooks (Readers) in Taiwan and in Texas. It intended to examine the social control function of school Readers, with which a culture deliberately molds its young generation. This study employed primarily qualitative methods. The collection of data used the technique of content analysis, student surveys, and teacher expert panel discussions. The analysis of data followed a constant comparative approach. The themes shared by the two sets of Readers included family, friends, humans and living creatures, political ideals, reading/writing, appreciation of nature, science, indomitable spirit, turning danger into safety, setting goals, education, desirable and undesirable qualities or behaviors. Despite the similarities of these themes, the substance or focus of them may vary. The themes unique to the Texas Readers were content knowledge, cultural diversity, dilemma and choice, observations about people, words, tomorrow's technology, winning, and general truth. The themes unique to the Taiwan Readers included life philosophy, learning, necessary difficulties, sensitivity, and military strategies. The theme occurring most frequently in both sets of Readers was the desirable qualities or behaviors. The values advocated in the Taiwan Readers were idealistic and had a society-centered …

The purpose of this study was to survey Algebra II teachers in the State of Texas to determine the extent to which they use technology for the delivery of instruction. Additionally, the study attempted to determine reasons why teachers do or do not use technology when they have a choice.

This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.

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.

Numerous models of IS success and technology acceptance their extensions have been proposed and applied in empirical. This study continues this tradition and extends the body of knowledge on the topic of IS success by developing a more comprehensive model for measuring IS success and technology acceptance within a government organization. The proposed model builds upon three established IS success and technology acceptance frameworks namely the DeLone and McLean (2003), Venkatesh et al.'s (2003) unified theory of acceptance and use of technology (UTAUT), and Wixom and Todd (2005). The findings from this study provide not only a comprehensive IS success assessment model but also insights into whether and how IS success models are influenced by application variables as applied within a government organization. Exploratory factor analysis and confirmatory factor analysis were performed for instrument refinement and validity test of the existing and proposed models. Using data from employees of a local government municipal, the comprehensive model explained 32 percent variance. Four of the hypothesis were fully supported five were not supported, and four were partially supported. In addition, the results suggest that behavioral intention may not be the best predictor of technology acceptance in a mandatory environment.

The purpose of this study was to determine the relationship between principals' leadership styles and principals'/teachers' implementation of technology. The Leadership Effectiveness and Adaptability Description (LEAD) Self was used to identify the primary and secondary leadership styles of principals. The Level of Technology Implementation (LoTi) Questionnaire was used to identify the level of technology implementation (LoTi), personal computer use (PCU) and current instructional practice (CIP) scores for both teachers and principals. Data collected from 390 K-12 teachers and 22 principals of three large suburban districts in the Dallas-Fort Worth Metroplex was included in data analysis. The findings suggest that differing leadership styles do play a role in the LoTi, PCU, and CIP scores among teachers. Based on descriptive statistics it was determined that teachers with "participating" principals had higher mean LoTi and PCU scores than those with "telling" and "selling" principals. The difference in the mean PCU scores was statistically significant (p<.05) for teachers with "selling" and "participating" principals. Results also showed there was a statistical significance (p<.05) in the mean PCU and CIP scores of teachers working for principals with weak and high adaptability. Due to the low number of principals participating in this study, there is a need …

The purpose of this study was to describe technology learning methods that teachers attend and perceive as effective. The goal was to provide district personnel data that may be utilized when planning for more effective technology staff development. This study examined (1) the methods of learning instructional technology that are being utilized by teachers and administrators and (2) why these methods are being utilized in two Texas school districts. Data was collected from educators via an online survey consisting of demographics, technology training methods, level of technology use (CBAM 1 item), stages of adoption and technology level of use (LoTi, 50-item). Educators with different technology levels of use (high, low) differed on their perceptions and utilization of technology training methods. Specifically, educators with different technology levels of use differed in their perceptions of independent online help, and learning through trial and error technology training methods. Results from the study showed that educators tended to use the technology training method that they perceived as most effective. Educators tended to utilize learning by trial and error, peer support, and technology personnel support the most frequently for learning technology integration Educators' in the study had varying technology levels of use based on their …

This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant …

This study compared traditional, A/B and accelerated block scheduling and its effects on student achievement and attendance by comparing the differences in student outcomes observed before and after the adoption of block/accelerated block schedules. The independent variable was the use of time in a block-scheduling model. The dependent variables were student outcomes measured by nine indicators based on the Academic Excellence Indicator System in Texas: student attendance, graduation rate, dropout rate, percentage of students taking advanced courses, percentage of students passing all Exit-level Texas Assessment of Academic Skills tests, percentage of students taking College Admissions Tests, mean SAT total score of those students who took the SAT, mean ACT total score of those students who took the ACT, and percentage of students who are at or above criterion on the SAT or ACT of those students taking the SAT or ACT. Data from archival files from the Texas Education Agency's Academic Excellence Indicator System for each respective year of the eight-year longitudinal study was collected. Scheduling models (traditional, alternating block and accelerated block) were investigated. The sample was drawn from the student population of a large urban school district in north central Texas, a district serving approximately 77,000 students. The …

The purpose of this dissertation was twofold. First, the study sought to determine if the Texas Academic Skills Program (TASP) Reading score predicts success on the Examination for the Certification of Educators in Texas (ExCET). Second, the study addressed the effect on individuals of color of raising the minimum TASP Reading score entrance requirement for admission to teacher preparation programs. Data were collected from the ExCET Office of a Carnegie I metropolitan university. The defined sample consisted of 961 participants who had a TASP Reading score and had taken an Elementary Comprehensive ExCET, an Elementary Professional Development ExCET or a Secondary Professional ExCET between September 1999 and January 2001. Linear Regression, Box Test, Predictive Discriminate Analysis, and frequency distribution tables were used for analyses. This investigation examined the effects of the independent variable of TASP Reading score on the performance of participants on the dependent variable, the ExCET. Four null hypotheses were tested at the .05 level of significance. The TASP Reading score was a statistically significant predictor for success on the Elementary Comprehensive ExCET, Elementary Professional Development ExCET, and the Secondary Professional Development ExCET. However, the Predictive Discriminate Analysis indicated that a TASP Reading score of 220 predicted that …

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 …

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 …