published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

The purpose of the study was to determine if instruction with or without the use of integrated technology made a significant difference in the mean scores of second grade children in a unit of instruction concerning multicultural education and if there were any gender bias.The unit for Multicultural Education was created by the researcher. The researcher designed the Multicultural Cognition Assessment I (pretest), Multicultural Cognition Assessment II (posttest), and Child Preference Inventory instruments.The school corporation chosen as the site for the research had two elementary schools in neighboring towns with two sections of second grade each. Each school had a racially homogeneous population (Caucasian) and similar technology available. One class from each school received lessons with technology, and one class was taught without technology. There were 90 students in the study with complete data available for 78 students. After an initial observation, the researcher conducted the study on Wednesdays for six subsequent visits.ResultsA repeated measures analysis with one within-subject factor (pretest, posttest) and two between-subjects factors method (showing the difference between the use of technology and without technology and gender) was used to test Hypothesis I and II. Hypothesis I concerned the method of instruction and resulted in p = .445>.05. Hypothesis II concerned the effect of gender and resulted in p = .075>.05. No significant differences were found. Both hypotheses were accepted. There was no interaction effect between method and gender. There was a significant difference between the overall mean scores in the Pretest and Posttest analysis at p = .007<.05. A one sample t test was applied to determine if the mean of the overall preference was zero on the Child Preference Inventory. The result of the one-tailed t test resulted in t value of 13.32 with p = 0.000, indicating a positive response toward technology. / Department of Elementary Education

In 2006 the College Board celebrated the 50th anniversary of the Advanced Placement (AP) program. The AP program, which began as a means of transitioning selected high school students to colleges, had expanded to include thousands of students sitting for thousands of exams. During the first fifty years as the program expanded, the College Board expanded the number of course offerings. With this expansion came the question as to the effectiveness of AP. As criticism of the College Board continued to grow, by 2006 the College Board began reform by auditing its own courses, seeking funding for states to expand experimental programs, and encouraging universities to no longer accept a score of 3 on an exam. The College Board sought overall clarity regarding the focus of the AP program once considered an elite standard in America high schools. While there is cause to wonder, there is also encouragement. / Department of Educational Leadership

Thesis (PhD.(Assessment and Quality Assurance))-University of Pretoria, 2007. / Includes bibliographical references (leaves 301-333) Available on the Internet via the World Wide Web.

Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.Ed.)--Faculty of Education, University of Melbourne, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 192-203).

Thesis (M. P. A.)--Texas State University-San Marcos, 2007. / Includes bibliographical references (leaves 39-40).

Mémoire (M.Ed.)--Université du Québec, 1994. / Résumé disponible sur Internet. CaQCU Document électronique également accessible en format PDF. CaQCU

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/15/2009). Includes bibliographical references (leaves 113-118).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Jul. 31, 2009). Directed by Gerald Ponder; submitted to the School of Education. Includes bibliographical references (p. 205-223).