The purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants increase based on pre and post measures, (b) investigate the pros and cons fiscally of each method of delivery (CAI vs. Traditional), respectively, (c) examine whether CAI participants are more likely to enroll during the immediately following semester compared to students enrolled in a Traditional course, and (d) investigate the extent to which CAI participants are equally or more likely to complete successfully the course taken during the immediately following semester compared to students enroll ed in a Traditional course. The study consisted of a two-group design (CAI and Traditional), and four dependent variables. All CAI participants (N = 129) were self-selected to participate in the study. A dependent t-test found that CAI participants increased their ACCUPLACER mean scores significantly over time by 22.74 points or 72.6%. A frequency count found that retention rates were slightly higher for the Traditional group (82.3%) in comparison to the CAI group (76.6%), however, chi-square tests did not reveal a statistical significance. Chi-squares found significant increase in success rates for the CAI group as 86% passed their initial course, in comparison to 59.8% of students taught in the Traditional format. CAI participants were found to have greater success (74.1%) in subsequent classes than students taught via the Traditional instructional method (51.9%). / In addition, a straightforward comparison of expense totals between the two groups was conducted to estimate the differences in cost between the groups. The Cost-Effectiveness Analysis (CEA) model used, indicated that CAI is less expensive and more effective than Traditional instruction. The cost per credit analysis projected 54.6% savings if CAI is used as the alternative instructional modality. / by John Vassiliou. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

Thesis (M.S.A.)--University of North Carolina at Wilmington, 2004. / Includes appendixes. Includes bibliographical references (leaves : 53-55).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1982.

Scores from value-added models (VAMs), as used for educational accountability, represent the educational effect teachers have on their students. The use of these scores in teacher evaluations for high-stakes decision making is new for the State of Florida. Validity evidence that supports or questions the use of these scores is critically needed. This research, using data from 2385 teachers from 104 schools in one school district in Florida, examined the validity of the value-added scores by correlating these scores with scores from an observational rubric used in the teacher evaluation process. The VAM scores also were examined in relation to several variables that the literature had identified as correlates of quality teaching as well as variables that were theoretically independent of teacher performance. The observational rubric used in the validation process was based on Marzano's and Danielson's framework and consisted of 34 items and five factors (Ability to Assess Instructional Needs, Plans and Delivers Instruction, Maintains a Student-Centered Learning Environment, Performs Professional Responsibilities, Engages in Continuous Improvement for Self and School). Analyses of the psychometric properties of the observational rubric using confirmatory factor analysis supported the fit of the five-factor structure underlying the rubric. Internal consistency reliabilities for the five observational scales and total score ranged from .81 to .96. The relationships between the observational rubric scores and VAM scores (with and without the standard error of measurement (SE) applied to the VAM score) were generally weak for the overall sample (range of correlations = .05 to .09 for the five observational scales and VAM with SE; .14 to .18 for the five observational scales and VAM without SE). Inspection of the relationship between the VAM and total observational scores within each of the 104 schools revealed that while some schools had a strong relationship, the majority of the schools revealed little to no relationship between the two measures that represent a quality/effective teacher. The last part of this research investigated the relationship of the VAM scores and scores from the observational rubric with variables that had been identified in the literature as correlates of quality teaching. In addition, relationships between variables that the literature had shown to be independent of quality teaching were also examined. Results indicated that VAM scores were not significantly related to any of the predictor variables (e.g., National Board Certification, years of experience, gender, etc.). The observational rubric, on the other hand, had significant relations with National Board Certification, years of experience, and gender. The validity evidence provided in this research calls for caution when using VAM scores in teacher evaluations for high-stakes decision making. The weak relations between the observational scores of teachers' performance and teachers' value-added scores suggest that these measures are representing different dimensions of the multidimensional construct of teaching quality. Ongoing research is needed to better understand the strengths and limitations of both the observational and VAM measures and the reasons why these measures do not often converge. In addition, teacher factors (e.g., grade level) that can account for variation in both the VAM and observational scores need to be identified.

Current accountability mechanisms create organizational opportunities and challenges for special education. This study was designed to conceptually validate an accountability-driven model for school reform that is responsive to the unique organizational context of special education, assessment needs of students with disabilities, and technical assistance needs of personnel who serve them. The Delphi technological forecasting procedure (Weatherman [and] Swenson, 1974) was used to gather expert opinion and develop consensus among 105 university-based and field-based experts from various disability categories in special education relative to which components (i.e., program activities, inputs, constraints, and outcomes) should be given priority in accountability-driven school reforms. An integrated model of accountability-driven school reform for students with disabilities was derived from the expert panel's responses using Borich and Jemelka's (1982) program modeling and decomposition. In this model, the priorities for program activities are classified into: (a) professional development (b) curricular/instructional responses, and (c) improving support for special education. As for inputs for these program activities, the priorities include (a) personnel--primarily teachers, (b) students and their families, (c) materials/techniques--primarily research, and (d) supports. Constraints that may considerably impact the implementation of accountability-driven school reform can be classified into (a) internal constraints which include school context, teacher attributes, and student attributes; and (b) external constraints which include political and social constraints. Lastly, the main outcomes of accountability-driven school reform are (a) student-related, (b) teacher-related, or (c) school-related. Findings of the Delphi study support the need for highly-qualified teams of general education teachers and special educators serving students with disabilities, a re-definition and expansion of research-based practice for special education, the valuing of special education expertise in accountability-driven school reforms, an informed school leadership to support special education, and for further consensus building to operationally define NCLB mandates. Implications for the re-authorization of NCLB, comprehensive school reforms for all students, and educational leadership responsive to special education are also discussed. / text

published_or_final_version / Education / Master / Master of Education

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 29, 2009). Thesis advisor: Richard L. Allington. Vita. Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1982. / Also available in print.

Thesis (Ph. D.)--University of Idaho, 2005. / Also available online in PDF format. Abstract. "April 2005." Includes bibliographical references (leaves 116-118).