Issued also as thesis, Paris. / Bibliography: p. [333]-366. Also issued online.

Issued also as thesis, Paris. / Bibliography: p. [333]-366.

Thesis--Göteborg. / Includes bibliographical references (p. [125]-133).

Thesis--Göteborg. / Includes bibliographical references (p. [125]-133).

Issued also as thesis, Paris. / Bibliography: p. [333]-366.

The purpose of this study was to examine Levels of Technology Implementation (LoTi) teacher self-ratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 3rd, 4th, and 5th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. In addition, the study determined whether a teacher's LoTi scores impacted students' achievement levels for the variable of socioeconomic status. School and student performance analysis included only Cambridge and Woodridge Elementary Schools in the Alamo Heights Independent School District. The student data in the study came from approximately 278 3rd graders, 268 4th graders, and 283 5th graders (829 total students). A total of 47 3rd, 4th, and 5th grade reading and math teachers from the two elementary campuses made up the population under study. The research findings of this study included: 1. There was no significant relationship at the elementary level between teacher LoTi ratings and TAKS scores for reading and math for grades 3, 4, 5 students. 2. The grade 4 reading analysis results demonstrate that teachers with a higher LoTi level do impact student achievement on the TAKS test for students who are in the economically disadvantaged subpopulation. The following recommendations were made: 1. Additional research is needed to examine how technology is specifically implemented in both reading and math classrooms at the elementary level. 2. Additional research is needed to examine how staff development on the LoTi instrument affected classroom practice and teacher responses on the LoTi survey. 3. Continued support is needed to provide teachers with professional development regarding the integration of technology as a teaching tool and repeat the research procedures after this initial year of using the LoTi instrument.

Inaug.-Diss.--Marburg. / Vita. Bibliography: p. ix-xii.

Thèse de doctorat d'Etat (Lettres)--Université de Lille III, 1987. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1949. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [235]-249).

Inaug.-Diss.--Breslau. / Vita.