Thesis (MEd. Computer-integrated Education (School of Teacher Training))--University of Pretoria, 2002. / Includes bibliographical references.

The defensibility of special classes and programs for gifted students is an issue with academic, social, and political ramifications. Critical components of programs for the gifted include the curriculum and service delivery model. This author examined the effect of two teaching/learning models, the Parnes Creative Problem Solving model and the Hilda Taba Teaching Strategies on the higher cognitive processes of gifted students in grades 5 through 8. Three service delivery models were included. The design of the study was the 3 x 3 x 2 analysis of variance with repeated measures on the last factor. The between subjects factors were experimental condition--Parnes, Taba, and Control--and service delivery model--Daily, One Day per Week, and Self-Contained. The within factor was the time of testing, the pre and posttest scores. Fourteen classes of gifted students in grades 5 through 8 were included: a total of 213 students took both the pretest and the posttest. The analysis of variance with repeated measures revealed two significant between subjects effects: interaction of treatment with service delivery model (p < .0001) and treatment effect (p < .02). The analysis of variance within factors indicated no significant effects (p < .05) except difference between the pretest and the posttest scores. Since the period of time between the pre and posttest was about seven months, this growth is expected and is not informative. Post hoc tests, using the Scheffe formula, showed significant (p < .10) differences in favor of both the Parnes and the Taba Daily groups when compared to the Control group, and a significant (p < .10) difference favoring the Taba Self-Contained when compared to the Taba One Day per Week group. The supporting data gathered indicated that three teachers did not implement their teaching/learning model effectively and two additional teachers used the model infrequently. The posttest cell means appear to be related not only to correct model implementation, but to frequency as well. Those cells with the highest frequencies of correct model use had the highest posttest mean scores. Therefore, it was concluded that process models offer a powerful method of teaching the higher cognitive processes to gifted students, but that such models must be used correctly and frequently.

No description available.

No description available.

Graduate

The use of computer as an instructional technology: Internet as an instrument in the teaching and learning process in tertiary institutions in the North West Province of R.S.A. was surveyed to identify and reveal problems encountered by lecturers and students with regard to the use of computer as an instructional technology in the teaching and learning process. The main focus of the study was on the following areas, firstly, to find out whether tertiary institutions such as UNW, TNW, Technikon RSA, Mafikeng College and Vaal Triangle Technikon have enough computers with internet connections. Secondly, to find out whether the sampled institutions UNW and Vaal Triangle Technikon have enough computers to adequately provide students with computer skills. Thirdly, whether all the lecturers are computer literate. Fourthly, to find out whether there are adequate resources to assist students without prior computer knowledge in order to cope with the information technology age. Lastly, whether students are prepared to accept changes brought by computer technology. The investigation involved two tertiary institutions, that is, Vaal Triangle Technikon in Klerksdorp area and UNW in the Mafikeng district. Questionnaires were used for data collection in this study. Data were. collected and analyzed. The study found out that there were not enough resources to cater for students to cope with information on technology as it is upgraded on frequent basis. And that most of the students agreed that they are prepared to accept changes brought by the computers as it would prepare them to face working environment. Conclusions drawn from the study revealed that there is a serious problem lecturers and students face regarding shortage of computers (See Table 11 & 12). And that most of the lecturers have computer experience but are not provided with enough computers to provide students with computer skills. / (M.Ed.) North-West University, Mafikeng Campus, 2003

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 26, 2007) Vita. Includes bibliographical references.

Dissertation (Ph.D.)--University of Toledo, 2008. / Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Foundations of Education, Educational Psychology." Bibliography: leaves 85-101.

Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008. / Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 150-158). Also available via the Internet.