Thesis (Ph. D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Dec. 9, 2008). Includes bibliographical references (p. 332-350).

Thesis advisor: Stephen Dunbar, Catherine Welch. Includes bibliographic references (p. 143-149).

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Guda Gayle-Evans, Larry McNeal, Wayne Benenson. Includes bibliographical references (leaves 123-139) and abstract. Also available in print.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004. / "A dissertation in education." Advisor: Sue Thompson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 24, 2006. Includes bibliographical references (leaves 147-156). Online version of the print edition.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 24, 2007; title from title screen. Includes bibliographical references (p. 119-129).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 25, 2007; title from title screen. Includes bibliographical references (p. 95-103).

The purpose of this study is to investigate the more recent types of instruction. In this investigation, emphasis has been placed on instruction which has grown out of children's interests and needs, and which recognizes the capacities, abilities and potentialities of children.

No description available.

This study's purpose was to investigate the factors related to the use of technology by intermediate elementary public school teachers and determine how significantly these factors correlated with the amount of technology used by teachers. Five variables (teachers' beliefs about behaviorism, teachers' beliefs about behaviorism, teaching practices, teachers' beliefs about the advantages of technology, and teachers' beliefs about the disadvantages of technology) were identified in the literature as influential factors in technology use by teachers. Responses to the survey instrument completed by 219 regular intermediate public school teachers at randomly selected schools in 21 school districts in Florida during the Fall, 2000 were the basis for the data analyses of this study. The research sought to address the problem of the variance in teachers' use of technology. Specifically, "What relationship, if any, existed among the following constructs: (a) educational beliefs, (b) teaching practices, (c) beliefs about technology and, (d) technology use in the classroom?" The findings showed there was a statistically significant weak correlation between teachers' beliefs about constructivism and teaching practices, and a statistically significant moderate correlation between teachers' beliefs about behaviorism and teaching practices. It was also determined that there was a statistically significant moderate correlation between the variables of teaching practice and technology use. A statistically significant positive relationship was also demonstrated between the variables of teachers' beliefs about the advantages of technology and technology use, while a statistically significant negative relationship was demonstrated between teachers' beliefs about the disadvantages of technology and technology use. Using all five predictor variables the results of the regression procedures revealed Multiple R was .558, with an R Square of 0311 indication approximately 31% of the variance in technology use was explained by the five predictor variables. Increases in the R and R Square values were shown to be statistically significant as each new variable was added to the equation. Teaching practice was the independent variable that accounted for the largest portion of the variance in technology use which underscored the importance of specific teaching practices and the differences between these practices in terms of the ease with which technology integration was possible. Although significant relationships were identified, only 31% of the variance in technology use was explained indicating that are other factors that account for the variance in technology. Recommendations for future research included investigation into other factors that influence teachers to use technology including teacher training, teacher background on educational theories, beliefs about how students learn, and how technology supports a standard-based accountability system.

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 group or in the class. During their interactive teaching, pre-service elementary teachers made more decisions concerning the implementation of management strategies than decisions concerning instruction and activities, in their classroom management, the pre-service teachers focused the most attention on students' verbalization and performance. The study showed that the student's classroom behavior, the thing in which a student is interested, the student's relationship with other students, the feeling of a student, and a student's action caused the six pre-service elementary teachers to immediately modify their strategies.