+publisher:"University of North Texas" +contributor:("Poirot, James L., 1939-")

University of North Texas

1. Rice, John W., 1967-. Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game.

Degree: 2014, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc799468/

► Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game… (more)

Subjects/Keywords: educational video games; instructional video games; Myers-Briggs; high school; virtual classroom; Myers-Briggs Type Indicator.; Video games and teenagers.; Educational games.

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APA (6^th Edition):

Rice, John W., 1. (2014). Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799468/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rice, John W., 1967-. “Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game.” 2014. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc799468/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rice, John W., 1967-. “Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game.” 2014. Web. 20 Oct 2019.

Vancouver:

Rice, John W. 1. Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799468/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rice, John W. 1. Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc799468/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

2. Hossain, Akhlaq. Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones.

Degree: 2015, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc822806/

► This study investigated the factors that influence university students’ intention to use a smartphone. The study proposed and validated a research model based on the… (more)

Subjects/Keywords: higher education; intention to use; smartphone; Mobile communication systems in education.; Smartphones.; Education, Higher – Computer-assisted instruction.; Educational technology.; College students.

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APA (6^th Edition):

Hossain, A. (2015). Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822806/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hossain, Akhlaq. “Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones.” 2015. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc822806/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hossain, Akhlaq. “Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones.” 2015. Web. 20 Oct 2019.

Vancouver:

Hossain A. Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822806/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hossain A. Mobile Learning: Factors That Influence University Students’ Intention to Use Smartphones. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822806/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

3. Hunt, Beverly Thornhill. The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students.

Degree: 1996, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277646/

► This research grew from concerns relative to the mathematical performance of Spanish-speaking limited English proficient (LEP) public school students. This investigation studied the effects of… (more)

▼ This research grew from concerns relative to the mathematical performance of Spanish-speaking limited English proficient (LEP) public school students. This investigation studied the effects of the sheltered mathematics class on eighth-grade Spanish-speaking LEP students with regard to mathematical achievement, attitudes toward mathematics, the dropout rate, and the number of math credits earned in high school. The enrollment of a sheltered mathematics class was limited to LEP students. The purpose was to compare Spanish-speaking LEP students enrolled in sheltered mathematics classes with Spanish-speaking LEP students enrolled in regular mathematics classes. The research hypotheses were that achievement, mathematical attitudes, the dropout rate, and high school math credits earned would favor enrollment in sheltered mathematics classes. The data for achievement, dropout information, and mathematics course work completed were drawn from student records in the school district data bank. A mathematics attitude survey was given to a sample from the 1995-96 eighth-grade advanced level Spanish-speaking LEP students. The research hypotheses were not accepted. All of the populations did show an academic deficit. However, they did have more positive attitudes than negative attitudes toward mathematics. To improve achievement, staying in school, and a higher rate of inclusion in mathematics related careers the following recommendations were made: 1. Research should be done to write standardized mathematics tests that would be accurate and fair for Spanish-speaking LEP students. 2. Further research should be done into teaching strategies and classroom management particularly suited to Spanish-speaking LEP students. 3. Attitude measures should be used as pretest and posttest to study the effect of sheltered mathematics classes on LEP students in relation to attitudes toward mathematics and motivation to continue schooling. 4. Recruit and train qualified mathematics teachers to teach English as a second language (ESL) mathematics. Advisors/Committee Members: Willson, George Hayden, Poirot, James L., 1939-, Swerdlin, Richard.

Subjects/Keywords: mathematics; education; eighth grade; Spanish speakers; Mathematics – Study and teaching (Middle school); Hispanic American students – Education.; Immersion method (Language teaching)

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APA (6^th Edition):

Hunt, B. T. (1996). The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277646/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hunt, Beverly Thornhill. “The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students.” 1996. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277646/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hunt, Beverly Thornhill. “The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students.” 1996. Web. 20 Oct 2019.

Vancouver:

Hunt BT. The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students. [Internet] [Thesis]. University of North Texas; 1996. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277646/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hunt BT. The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc277646/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

4. Clay, James H. (James Hamilton). The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools.

Degree: 1993, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc278399/

► The purpose of this study was to survey Algebra II teachers in the State of Texas to determine the extent to which they use technology… (more)

Subjects/Keywords: algebra II; teachers; technology; Algebra – Study and teaching (Secondary) – Texas.; Algebra – Computer-assisted instruction.

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APA (6^th Edition):

Clay, J. H. (. H. (1993). The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278399/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clay, James H (James Hamilton). “The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools.” 1993. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278399/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clay, James H (James Hamilton). “The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools.” 1993. Web. 20 Oct 2019.

Vancouver:

Clay JH(H. The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools. [Internet] [Thesis]. University of North Texas; 1993. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278399/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clay JH(H. The Use of Technology in the Delivery of Instruction in Algebra II in Texas Public Secondary Schools. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278399/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

5. Jaruwan Skulkhu. Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students.

Degree: 1989, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc330671/

► The purpose of this study was to investigate and analyze computer literacy and general attitudes toward computers of students at Thai public unversities. The comparative… (more)

▼ The purpose of this study was to investigate and analyze computer literacy and general attitudes toward computers of students at Thai public unversities. The comparative study of computer literacy levels and attitudes toward computers among Thai students with various demographic classification was performed followed by the study of relationships between the two variables among the samples. A fifty-eight-item questionnaire was adapted from the computer literacy questionnaire developed by the researchers at the Minnesota Educational Computing Consortium. The items were designed to assess knowledge and attitudes relative to computers. The questionnaire was administered to a random sample of 492 students who took at least one computer course from thirteen public universities in Thailand. Statistical tests used to analyze the data included t-test, one-way analysis of variance, and Pearson product moment correlations. Based on the research findings, the following conclusions were drawn: (1) Thai university students exhibited a moderate computer literacy level. (2) While a higher proportion of female students enrolled in computer classes, male and female students reported similar computer literacy levels. (3) Graduate students had higher computer literacy levels than did other students from different educational levels. (4) Academic majors and academic performance (GPAs) were also factors affecting computer literacy levels. Education majors displayed higher computer literacy levels than mathematics majors and science majors. (5) Students with higher GPAs had higher levels of computer literacy than the groups with lower GPAs. (6) Computer literacy was not age dependent. (7) Generally, Thai university students showed positive attitudes toward computers. (8) Males and females both showed positive attitudes toward computers. (9) Graduate students exhibited more positive attitudes toward computers than all other groups. (10) The groups of students with lower GPAs displayed lower positive attitudes toward computers. (11) There was a strong positive relationship between students' knowledge and their attitudes toward computers. It is recommended that computer education should be viewed in relation to its contribution to educational process as a whole. It should be relevant to the local environment, work, individuals and. society needs sis well as development of positive attitude toward manual skills. More research is needed in the areas of teacher education, evaluation techniques to assess students' progress in a new teaching context, and ethical values relative to computers. Advisors/Committee Members: Miller, William A., McCallon, Earl L., Smith, Howard Wellington, Poirot, James L., 1939-.

Subjects/Keywords: computer literacy; computers; college students; Computer literacy – Thailand.; College students – Thailand – Attitudes.; Education – Thailand – Data processing.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Skulkhu, J. (1989). Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330671/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Skulkhu, Jaruwan. “Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students.” 1989. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc330671/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Skulkhu, Jaruwan. “Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students.” 1989. Web. 20 Oct 2019.

Vancouver:

Skulkhu J. Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students. [Internet] [Thesis]. University of North Texas; 1989. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330671/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Skulkhu J. Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students. [Thesis]. University of North Texas; 1989. Available from: https://digital.library.unt.edu/ark:/67531/metadc330671/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

6. Palitawanont, Nanta. An Investigation into the Effectiveness of Intelligent Tutoring on Learning of College Level Statistics.

Degree: 1989, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc331166/

► The present research incorporated the content of basic statistics into the Artificial Intelligence Physics Tutor (ARPHY), which was used as the expert system shell, and… (more)

Subjects/Keywords: statistics; Artificial Intelligence Physics Tutor; Srtificial Intelligent Statistics tutor; computer-assisted instruction; artificial intelligence; tutoring; Educational statistics – Intelligent tutoring systems – Evaluation.; Intelligent tutoring systems.

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APA (6^th Edition):

Palitawanont, N. (1989). An Investigation into the Effectiveness of Intelligent Tutoring on Learning of College Level Statistics. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331166/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Palitawanont, Nanta. “An Investigation into the Effectiveness of Intelligent Tutoring on Learning of College Level Statistics.” 1989. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc331166/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Palitawanont, Nanta. “An Investigation into the Effectiveness of Intelligent Tutoring on Learning of College Level Statistics.” 1989. Web. 20 Oct 2019.

Vancouver:

Palitawanont N. An Investigation into the Effectiveness of Intelligent Tutoring on Learning of College Level Statistics. [Internet] [Thesis]. University of North Texas; 1989. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331166/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Palitawanont N. An Investigation into the Effectiveness of Intelligent Tutoring on Learning of College Level Statistics. [Thesis]. University of North Texas; 1989. Available from: https://digital.library.unt.edu/ark:/67531/metadc331166/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

7. D'Angelo, John J. A Study of the Relationship Between the Use of Color for Text in Computer Screen Design and the Age of the Computer User.

Degree: 1991, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc663711/

► This study addresses an individual's performance, relating it to eyesight changes due to the aging of the individual and to color computer screens used for… (more)

Subjects/Keywords: human-computer interface; color use; computer screen displays; Video display terminals.; Information display systems.; Color.

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APA (6^th Edition):

D'Angelo, J. J. (1991). A Study of the Relationship Between the Use of Color for Text in Computer Screen Design and the Age of the Computer User. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc663711/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

D'Angelo, John J. “A Study of the Relationship Between the Use of Color for Text in Computer Screen Design and the Age of the Computer User.” 1991. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc663711/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

D'Angelo, John J. “A Study of the Relationship Between the Use of Color for Text in Computer Screen Design and the Age of the Computer User.” 1991. Web. 20 Oct 2019.

Vancouver:

D'Angelo JJ. A Study of the Relationship Between the Use of Color for Text in Computer Screen Design and the Age of the Computer User. [Internet] [Thesis]. University of North Texas; 1991. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc663711/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

D'Angelo JJ. A Study of the Relationship Between the Use of Color for Text in Computer Screen Design and the Age of the Computer User. [Thesis]. University of North Texas; 1991. Available from: https://digital.library.unt.edu/ark:/67531/metadc663711/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

8. Christensen, Rhonda. Effect of Technology Integration Education on the Attitudes of Teachers and their Students.

Degree: 1997, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277676/

► This study analyzed the effect of technology integration education on teachers' and students' attitudes toward information technology. Two instruments measuring similar attributes were used to… (more)

Subjects/Keywords: Educational technology; Technology integration; Educational technology.; Computer-assisted instruction.; Elementary school teachers – Texas – Attitudes.; School children – Texas – Attitudes.

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APA (6^th Edition):

Christensen, R. (1997). Effect of Technology Integration Education on the Attitudes of Teachers and their Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277676/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Christensen, Rhonda. “Effect of Technology Integration Education on the Attitudes of Teachers and their Students.” 1997. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277676/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Christensen, Rhonda. “Effect of Technology Integration Education on the Attitudes of Teachers and their Students.” 1997. Web. 20 Oct 2019.

Vancouver:

Christensen R. Effect of Technology Integration Education on the Attitudes of Teachers and their Students. [Internet] [Thesis]. University of North Texas; 1997. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277676/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christensen R. Effect of Technology Integration Education on the Attitudes of Teachers and their Students. [Thesis]. University of North Texas; 1997. Available from: https://digital.library.unt.edu/ark:/67531/metadc277676/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

9. Bland, Jana H. (Jana Hamilton). How Adult Readers Navigate Through Expository Text in a Hypermedia Environment to Construct Meaning.

Degree: 1995, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277689/

► Research methods from both the qualitative and quantitative paradigms were used to answer the question concerning how adult readers navigate through informational text embedded in… (more)

Subjects/Keywords: Reading.; Interactive multimedia.; Meaning (Philosophy)

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APA (6^th Edition):

Bland, J. H. (. H. (1995). How Adult Readers Navigate Through Expository Text in a Hypermedia Environment to Construct Meaning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277689/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bland, Jana H (Jana Hamilton). “How Adult Readers Navigate Through Expository Text in a Hypermedia Environment to Construct Meaning.” 1995. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277689/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bland, Jana H (Jana Hamilton). “How Adult Readers Navigate Through Expository Text in a Hypermedia Environment to Construct Meaning.” 1995. Web. 20 Oct 2019.

Vancouver:

Bland JH(H. How Adult Readers Navigate Through Expository Text in a Hypermedia Environment to Construct Meaning. [Internet] [Thesis]. University of North Texas; 1995. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277689/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bland JH(H. How Adult Readers Navigate Through Expository Text in a Hypermedia Environment to Construct Meaning. [Thesis]. University of North Texas; 1995. Available from: https://digital.library.unt.edu/ark:/67531/metadc277689/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

10. Pitre, Barbara J. (Barbara Jean). The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students.

Degree: 1992, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277768/

► The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading… (more)

Subjects/Keywords: integrated testing; skills software; reading instruction; at-risk students; Reading (Elementary) – Computer-assisted instruction.; Individualized reading instruction.; Computer-assisted instruction.; Children with social disabilities – Education.; Teachers of children with social disabilities – Attitudes.

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APA (6^th Edition):

Pitre, B. J. (. J. (1992). The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277768/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pitre, Barbara J (Barbara Jean). “The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students.” 1992. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277768/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pitre, Barbara J (Barbara Jean). “The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students.” 1992. Web. 20 Oct 2019.

Vancouver:

Pitre BJ(J. The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students. [Internet] [Thesis]. University of North Texas; 1992. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277768/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pitre BJ(J. The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students. [Thesis]. University of North Texas; 1992. Available from: https://digital.library.unt.edu/ark:/67531/metadc277768/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

11. Maples, Alan (Alan Royce). The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations.

Degree: 1996, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277617/

► Members of the Instructional Teleconference Consortium (ITC) were mailed a survey instrument. A total list of 375 teleconference coordinators generated 137 usable responses. The purposes… (more)

Subjects/Keywords: teleconferences; community colleges; one-way video; two-way audio; Teleconferencing in education.; Community college teachers – Education (Continuing education).

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APA (6^th Edition):

Maples, A. (. R. (1996). The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277617/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maples, Alan (Alan Royce). “The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations.” 1996. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277617/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maples, Alan (Alan Royce). “The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations.” 1996. Web. 20 Oct 2019.

Vancouver:

Maples A(R. The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations. [Internet] [Thesis]. University of North Texas; 1996. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277617/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maples A(R. The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc277617/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

12. Wohlgehagen, Kathleen Shannon. A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods.

Degree: 1992, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277738/

► This study investigated the use of computer-based instruction as a means of teaching Algebra I, compared to the teaching of the same topics using traditional… (more)

Subjects/Keywords: mathematics; algebra I; computer-based instruction; Algebra – Study and teaching (Secondary); Algebra – Computer-assisted instruction.

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APA (6^th Edition):

Wohlgehagen, K. S. (1992). A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277738/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wohlgehagen, Kathleen Shannon. “A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods.” 1992. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277738/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wohlgehagen, Kathleen Shannon. “A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods.” 1992. Web. 20 Oct 2019.

Vancouver:

Wohlgehagen KS. A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods. [Internet] [Thesis]. University of North Texas; 1992. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277738/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wohlgehagen KS. A Comparison of the Attitude and Achievement in Mathematics of Algebra I Students Using Computer-based Instruction and Traditional Instructional Methods. [Thesis]. University of North Texas; 1992. Available from: https://digital.library.unt.edu/ark:/67531/metadc277738/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

13. Clay, Ernestine K. (Ernestine Ann K.). The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills.

Degree: 1993, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc278432/

► The purpose of this study was to determine the accuracy of advertised reports by computer software companies claiming to improve critical thinking skills. Advisors/Committee Members:… (more)

Subjects/Keywords: Critical thinking – Computer-assisted instruction.; critical thinking skills; problem solving software

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APA (6^th Edition):

Clay, E. K. (. A. K. ). (1993). The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278432/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clay, Ernestine K (Ernestine Ann K ). “The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills.” 1993. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278432/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clay, Ernestine K (Ernestine Ann K ). “The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills.” 1993. Web. 20 Oct 2019.

Vancouver:

Clay EK(AK). The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills. [Internet] [Thesis]. University of North Texas; 1993. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278432/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clay EK(AK). The Effect of Problem Solving Software on the Improvement of Critical Thinking Skills. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278432/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

14. Horng, Wen-Bing. Using Extended Logic Programs to Formalize Commonsense Reasoning.

Degree: 1992, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc278054/

► In this dissertation, we investigate how commonsense reasoning can be formalized by using extended logic programs. In this investigation, we first use extended logic programs… (more)

Subjects/Keywords: reasoning; logic; computer science; Logic programming.; Logic, Symbolic and mathematical.; Reasoning.

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APA (6^th Edition):

Horng, W. (1992). Using Extended Logic Programs to Formalize Commonsense Reasoning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278054/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Horng, Wen-Bing. “Using Extended Logic Programs to Formalize Commonsense Reasoning.” 1992. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278054/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Horng, Wen-Bing. “Using Extended Logic Programs to Formalize Commonsense Reasoning.” 1992. Web. 20 Oct 2019.

Vancouver:

Horng W. Using Extended Logic Programs to Formalize Commonsense Reasoning. [Internet] [Thesis]. University of North Texas; 1992. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278054/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Horng W. Using Extended Logic Programs to Formalize Commonsense Reasoning. [Thesis]. University of North Texas; 1992. Available from: https://digital.library.unt.edu/ark:/67531/metadc278054/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

15. Robinson, Gary E. (Gary Edwin). The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students.

Degree: 1992, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277822/

► The purpose of this study was to determine whether using integrated, networked testing and skills software combined with parental participation would increase students' achievement in… (more)

Subjects/Keywords: networked testing and skills software; parental participation; reading; self-esteem; at-risk students; Children with social disabilities – Education.; Reading – Computer-assisted instruction.; Self-esteem in children.; Children with social disabilities – Attitudes.; Education – Parent participation.

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APA (6^th Edition):

Robinson, G. E. (. E. (1992). The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277822/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Robinson, Gary E (Gary Edwin). “The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students.” 1992. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277822/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Robinson, Gary E (Gary Edwin). “The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students.” 1992. Web. 20 Oct 2019.

Vancouver:

Robinson GE(E. The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students. [Internet] [Thesis]. University of North Texas; 1992. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277822/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Robinson GE(E. The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students. [Thesis]. University of North Texas; 1992. Available from: https://digital.library.unt.edu/ark:/67531/metadc277822/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

16. Kjelgaard, Peggy Anne. Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology.

Degree: 1996, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc278553/

► In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development… (more)

▼ In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model. Advisors/Committee Members: Ponder, Gerald, Poirot, James L., 1939-, Tipps, R. Steven, Staff, Marcia J..

Subjects/Keywords: professional development; teachers; technology; in-service training; Teachers – In-service training – Texas.; Teachers – Training of – Texas.

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APA (6^th Edition):

Kjelgaard, P. A. (1996). Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278553/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kjelgaard, Peggy Anne. “Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology.” 1996. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278553/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kjelgaard, Peggy Anne. “Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology.” 1996. Web. 20 Oct 2019.

Vancouver:

Kjelgaard PA. Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology. [Internet] [Thesis]. University of North Texas; 1996. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278553/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kjelgaard PA. Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc278553/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

17. Knezek, David J. (David John). The Effects of Computer Intensive Classwork on the Critical Thinking Skills of Community College Students.

Degree: 1995, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc278471/

► To determine the relationship between computer intensive classwork and change in critical thinking skills exhibited by college students, the Watson-Glaser Critical Thinking Appraisal, which generates… (more)

Subjects/Keywords: Community college students.; Critical thinking.; Computer-assisted instruction.; critical thinking skills; community college

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APA (6^th Edition):

Knezek, D. J. (. J. (1995). The Effects of Computer Intensive Classwork on the Critical Thinking Skills of Community College Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278471/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Knezek, David J (David John). “The Effects of Computer Intensive Classwork on the Critical Thinking Skills of Community College Students.” 1995. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278471/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Knezek, David J (David John). “The Effects of Computer Intensive Classwork on the Critical Thinking Skills of Community College Students.” 1995. Web. 20 Oct 2019.

Vancouver:

Knezek DJ(J. The Effects of Computer Intensive Classwork on the Critical Thinking Skills of Community College Students. [Internet] [Thesis]. University of North Texas; 1995. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278471/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knezek DJ(J. The Effects of Computer Intensive Classwork on the Critical Thinking Skills of Community College Students. [Thesis]. University of North Texas; 1995. Available from: https://digital.library.unt.edu/ark:/67531/metadc278471/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

18. Adams, William F. (William Franklin). Identification of College Freshmen According to Scholastic and Persistence Potential.

Degree: 1992, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc279134/

► This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas… (more)

Subjects/Keywords: Prediction of scholastic success.; Persistence.; Texas Christian University – Freshmen.; College freshmen – Texas – Fort Worth.; college freshmen; persistence

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APA (6^th Edition):

Adams, W. F. (. F. (1992). Identification of College Freshmen According to Scholastic and Persistence Potential. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279134/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Adams, William F (William Franklin). “Identification of College Freshmen According to Scholastic and Persistence Potential.” 1992. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc279134/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Adams, William F (William Franklin). “Identification of College Freshmen According to Scholastic and Persistence Potential.” 1992. Web. 20 Oct 2019.

Vancouver:

Adams WF(F. Identification of College Freshmen According to Scholastic and Persistence Potential. [Internet] [Thesis]. University of North Texas; 1992. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279134/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams WF(F. Identification of College Freshmen According to Scholastic and Persistence Potential. [Thesis]. University of North Texas; 1992. Available from: https://digital.library.unt.edu/ark:/67531/metadc279134/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

19. Speers, Jimmy D. (Jimmy Dale). Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science.

Degree: 1992, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc279141/

► The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group.… (more)

Subjects/Keywords: Video teaching; Motion video; Interactive videos.; Physical sciences – Computer-assisted instruction.; Physical sciences – Study and teaching (Secondary)

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APA (6^th Edition):

Speers, J. D. (. D. (1992). Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279141/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Speers, Jimmy D (Jimmy Dale). “Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science.” 1992. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc279141/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Speers, Jimmy D (Jimmy Dale). “Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science.” 1992. Web. 20 Oct 2019.

Vancouver:

Speers JD(D. Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science. [Internet] [Thesis]. University of North Texas; 1992. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279141/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Speers JD(D. Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science. [Thesis]. University of North Texas; 1992. Available from: https://digital.library.unt.edu/ark:/67531/metadc279141/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

20. Anglin, James William. The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students.

Degree: 1996, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc279221/

► The problem in this study was to determine the relationship between the scores on the three parts (reading, writing, and mathematics) of the Texas Assessment… (more)

▼ The problem in this study was to determine the relationship between the scores on the three parts (reading, writing, and mathematics) of the Texas Assessment of Academic Skills Test (TAAS) and the academic success of first-year students at Clarendon College, Clarendon, Texas. High school grade-point average and gender were also included in the study. The purpose of the study was to develop an equation to predict first-year college grade-point average at Clarendon College . The predictor variables were the three parts of the TAAS Test (reading, writing, and mathematics) , high school grade-point average, and gender. The equation was developed through multiple correlation/multiple regression multivariate procedures. All statistical analyses were calculated through sub-programs of the Statistical Package for the Social Sciences (SPSS). The study was limited to using only 1992/1993 Texas high school graduates who had entered Clarendon College in the fall semesters of 1992 and 1993 directly following high school graduation. A search of Clarendon College records produced 115 students from these groups who fully met all standards defined for the study. Two predictor equations were developed. One developed through a simple regression command included all five predictor variables. The second equation was produced through a stepwise procedure. This equation included only high school grade-point average and the mathematics score from the TAAS Test. The variables TAAS reading, TAAS writing, and gender were not found to be significant when used in conjunction with the other predictor variables. The strength of each predictor variable was evaluated using students from the freshman class of 1994-95 at Clarendon College. Each of these students met the same basic standards used to establish the prediction equations. The two prediction equations were found to be equal in predictive strength. There was less than one percent difference in the variance accounted for between the two equations. Neither equation showed itself to be all powerful in terms of variance accounted for. Each did, however, predict first-year college grade point average to within two standard errors 93 percent of the time. Recommendations were made that further studies be conducted to find the ideal predictor equation for Clarendon College. Specific recommendations included bringing a more diverse mix of predictor variables into the study. A recommendation was also made to include more of the student body (out-of-state, part-time, etc.) in future studies. Advisors/Committee Members: Ditzenberger, Roger, Poirot, James L., 1939-, McLeod, Pat N., Kozak, Michael R..

Subjects/Keywords: Clarendon College; college students; Texas Assessment of Academic Skills; academic success; Texas Assessment of Academic Skills.; Clarendon College.; Academic achievement – Texas.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Anglin, J. W. (1996). The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279221/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anglin, James William. “The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students.” 1996. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc279221/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anglin, James William. “The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students.” 1996. Web. 20 Oct 2019.

Vancouver:

Anglin JW. The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students. [Internet] [Thesis]. University of North Texas; 1996. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279221/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anglin JW. The Texas Assessment of Academic Skills (TAAS) Test Scores as Predictors of Academic Success of First-Year Clarendon College Students. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc279221/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

21. Scannell, Peter. Three-dimensional Information Space : An Exploration of a World Wide Web-based, Three-dimensional, Hierarchical Information Retrieval Interface Using Virtual Reality Modeling Language.

Degree: 1997, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc278715/

► This study examined the differences between a 3-D, VRML search interface, similar to Cone Trees, as a front-end to Yahoo on the World Wide Web… (more)

Subjects/Keywords: information retrieval interfaces; virtual reality modeling language; Internet searching.; User interfaces (Computer systems); Information retrieval.

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APA (6^th Edition):

Scannell, P. (1997). Three-dimensional Information Space : An Exploration of a World Wide Web-based, Three-dimensional, Hierarchical Information Retrieval Interface Using Virtual Reality Modeling Language. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278715/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Scannell, Peter. “Three-dimensional Information Space : An Exploration of a World Wide Web-based, Three-dimensional, Hierarchical Information Retrieval Interface Using Virtual Reality Modeling Language.” 1997. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278715/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Scannell, Peter. “Three-dimensional Information Space : An Exploration of a World Wide Web-based, Three-dimensional, Hierarchical Information Retrieval Interface Using Virtual Reality Modeling Language.” 1997. Web. 20 Oct 2019.

Vancouver:

Scannell P. Three-dimensional Information Space : An Exploration of a World Wide Web-based, Three-dimensional, Hierarchical Information Retrieval Interface Using Virtual Reality Modeling Language. [Internet] [Thesis]. University of North Texas; 1997. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278715/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scannell P. Three-dimensional Information Space : An Exploration of a World Wide Web-based, Three-dimensional, Hierarchical Information Retrieval Interface Using Virtual Reality Modeling Language. [Thesis]. University of North Texas; 1997. Available from: https://digital.library.unt.edu/ark:/67531/metadc278715/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

22. Pickard, Stanley R. (Stanley Ray). College Students' Preference of Computer Input Device: Keyboard versus Mouse.

Degree: 1994, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc278967/

► In the last several years, there has been an interest in graphical user interfaces as compared with character user interfaces. The "mouse" is the device… (more)

Subjects/Keywords: computer mouse; computer keyboards; college students; User interfaces (Computer systems); Mouse (Computer systems); Electronic data processing – Keyboarding.

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APA (6^th Edition):

Pickard, S. R. (. R. (1994). College Students' Preference of Computer Input Device: Keyboard versus Mouse. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278967/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pickard, Stanley R (Stanley Ray). “College Students' Preference of Computer Input Device: Keyboard versus Mouse.” 1994. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc278967/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pickard, Stanley R (Stanley Ray). “College Students' Preference of Computer Input Device: Keyboard versus Mouse.” 1994. Web. 20 Oct 2019.

Vancouver:

Pickard SR(R. College Students' Preference of Computer Input Device: Keyboard versus Mouse. [Internet] [Thesis]. University of North Texas; 1994. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278967/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pickard SR(R. College Students' Preference of Computer Input Device: Keyboard versus Mouse. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc278967/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

23. Nyberg, James Ronald. Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education.

Degree: 1996, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc279038/

► This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel,… (more)

▼ This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel, types and amount of alternate delivery instruction, and selected cost considerations in the establishment and maintenance of a learning resource center. A functional definition was furnished, with a deliberative attempt to encompass related synonyms. Discussion included training types or instructional delivery medium distinctions. A contribution of this study was the development, field testing, and enhancement of a survey instrument, which reflects the steps to be followed by those planning implementation of any learning resource center. Findings of this study indicated that learning resource centers were young and transitioning to increased on-line individualized and self-paced learning. Training and learning will become much less interdependent. Training types will increasingly become nontraditional and technology driven. Courseware will be received and managed remotely. Partnerships and cooperative efforts are mandates for business and higher education. Learner mobility will become normative, not the exception. Internet training will rapidly increase, most quickly among small business. Learning resource centers will continue to become more cost effective. This study proposed the redefinition of both learner and educator roles within a changing learning resource center environment. It was suggested that the learner role must become more active and that the corporate educator role, as a result of technology, will increase in passivity, tending toward that of facilitation. Implications and recommendations were specifically noted for both business and higher education. Specified nomenclature of "learner centers" or clearly "learner centered" has been advocated, reflecting the continuing evolution of the learning resource center. Technology, instructional media, mobility, availability and sharing of resources, less formalization, life-long learning, fiscal issues, Internet access, information and knowledge explosion, and downsizing, all combine to provide the view and demarcation of the new "learner centers." Advisors/Committee Members: Smith, Howard Wellington, Poirot, James L., 1939-, Eddy, John, 1932-, Holcomb, Terry Lynn.

Subjects/Keywords: learning resource centers; corporations; Employees – Training of – United States.; Employer-supported education.; Instructional materials centers – United States.

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APA (6^th Edition):

Nyberg, J. R. (1996). Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279038/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nyberg, James Ronald. “Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education.” 1996. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc279038/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nyberg, James Ronald. “Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education.” 1996. Web. 20 Oct 2019.

Vancouver:

Nyberg JR. Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education. [Internet] [Thesis]. University of North Texas; 1996. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279038/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nyberg JR. Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education. [Thesis]. University of North Texas; 1996. Available from: https://digital.library.unt.edu/ark:/67531/metadc279038/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

24. Pornpun Chaipraparl. Thai High School Compute Literacy: A Content Analysis.

Degree: 1989, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc330995/

► This study examined the extent to which each computer literacy objective domain, each specific mode of instruction, and each type of question were treated in… (more)

Subjects/Keywords: Computer literacy – Study and teaching (Secondary) – Thailand.; Computer literacy – Textbooks.; Thai high school; computer literacy; textbooks; Minnesota Educational Computing Consortium

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APA (6^th Edition):

Chaipraparl, P. (1989). Thai High School Compute Literacy: A Content Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330995/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chaipraparl, Pornpun. “Thai High School Compute Literacy: A Content Analysis.” 1989. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc330995/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chaipraparl, Pornpun. “Thai High School Compute Literacy: A Content Analysis.” 1989. Web. 20 Oct 2019.

Vancouver:

Chaipraparl P. Thai High School Compute Literacy: A Content Analysis. [Internet] [Thesis]. University of North Texas; 1989. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330995/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chaipraparl P. Thai High School Compute Literacy: A Content Analysis. [Thesis]. University of North Texas; 1989. Available from: https://digital.library.unt.edu/ark:/67531/metadc330995/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

25. Russell, John D. (John David), 1938-. Identification of Predictors of Success in Individualized Computer Courses.

Degree: 1988, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc332430/

► This study provides a rationale for advising students on whether to enroll in individualized/self-paced computer courses. It identifies seven factors that have a significant correlation… (more)

▼ This study provides a rationale for advising students on whether to enroll in individualized/self-paced computer courses. It identifies seven factors that have a significant correlation with success in an individualized computer course. The sample comprises all the students enrolled in individualized computer courses at Lee College, Baytown, Texas in the spring semester of 1988. Students completed a survey to determine whether they had previous computer experiences, whether they operated with a level of introvert personality characteristics, and whether the individualized computer course was their first choice. Students completed a learning style inventory and a score was determined using the items relating to individualized computer studies. Data collected in the Lee College records office included high school percentile rank, standardized reading score, standardized mathematics score, college hours completed, course withdrawals, and age. The following seven factors were shown by the data to have a significant correlation with a final grade (in order of decreasing significance): (a) learning style inventory, (b) high school percentile, (c) standardized mathematics score, (d) standardized reading score, (e) previous computer experience, (f) number of college hours, and (g) age. The following three factors were shown by the data to have no significant correlation with a final grade: (a) course withdrawals, (b) degree of personality introversion, and (c) the individualized computer course as first choice. The findings substantiate the hypothesis that success in an individualized computer course might be attributed to certain factors, and once identified, these factors can be used in advising students. Advisors should use as many of the seven factors (identified as significant), as possible in helping students choose between individualized and traditional computer courses. Advisors/Committee Members: Smith, Howard Wellington, Holder, A. Doyle, Poirot, James L., 1939-, Jacob, Roy Thomas.

Subjects/Keywords: academic acheivement; individualized courses; computers; Lee College; Computer programming – Study and teaching (Higher); Prediction of scholastic success.; Individualized instruction.

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APA (6^th Edition):

Russell, John D. (John David), 1. (1988). Identification of Predictors of Success in Individualized Computer Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332430/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Russell, John D. (John David), 1938-. “Identification of Predictors of Success in Individualized Computer Courses.” 1988. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc332430/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Russell, John D. (John David), 1938-. “Identification of Predictors of Success in Individualized Computer Courses.” 1988. Web. 20 Oct 2019.

Vancouver:

Russell, John D. (John David) 1. Identification of Predictors of Success in Individualized Computer Courses. [Internet] [Thesis]. University of North Texas; 1988. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332430/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Russell, John D. (John David) 1. Identification of Predictors of Success in Individualized Computer Courses. [Thesis]. University of North Texas; 1988. Available from: https://digital.library.unt.edu/ark:/67531/metadc332430/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

26. Rode, Mary. A Study Concerning the Use of Microcomputers for Word Processing in College Freshman Composition at a Community College.

Degree: 1990, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc332392/

► The purpose of this study was to determine the effect of using word processing and proofreading software in freshman composition at a community college. This… (more)

Subjects/Keywords: freshman college students; writing skills; word processing software; English language – Rhetoric – Study and teaching (Higher); English language – Computer-assisted instruction.; Word processing.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rode, M. (1990). A Study Concerning the Use of Microcomputers for Word Processing in College Freshman Composition at a Community College. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332392/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rode, Mary. “A Study Concerning the Use of Microcomputers for Word Processing in College Freshman Composition at a Community College.” 1990. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc332392/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rode, Mary. “A Study Concerning the Use of Microcomputers for Word Processing in College Freshman Composition at a Community College.” 1990. Web. 20 Oct 2019.

Vancouver:

Rode M. A Study Concerning the Use of Microcomputers for Word Processing in College Freshman Composition at a Community College. [Internet] [Thesis]. University of North Texas; 1990. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332392/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rode M. A Study Concerning the Use of Microcomputers for Word Processing in College Freshman Composition at a Community College. [Thesis]. University of North Texas; 1990. Available from: https://digital.library.unt.edu/ark:/67531/metadc332392/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

27. Latham, Charles V. (Charles Vernon). The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students.

Degree: 1990, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc331796/

► The purpose of this study was to determine the effect on selected Upward Bound students' vocabulary retention rate and attitude toward computers when using color… (more)

▼ The purpose of this study was to determine the effect on selected Upward Bound students' vocabulary retention rate and attitude toward computers when using color in a computer assisted instructional (CAI) program. Past research on the use of color in the educational process does not answer questions about possible effects it may have when used in CAI programs. Specific areas addressed by this study include: (1) differences in color computer assisted instructional software and achromatic versions of the lesson, (2) differences in the short-term vocabulary retention rate for color versus achromatic versions, (3) differences in the long-term vocabulary retention rate for color versus achromatic versions, (4) differences on the affective attitude scale for color versus achromatic versions, (5) differences in short-term memory based on gender and computer experience, (6) differences in long-term memory based on gender and computer experience and (7) differences on the affective attitude scale based on gender and computer experience. Subjects in the experiment were high school students participating in Upward Bound programs at Texas Christian University and the University of North Texas. A pretestposttest design was used and data were obtained from seventy-one students. A CAI program presented students with twenty words and definitions via a drill and practice mode. The words came from Schuster's list of rare and seldom used words considered easy to learn. Two computer systems were used in this study, achromatic and color. Students completed the Computer Attitude Scale at the beginning and end of the CAI lesson. A pretest, immediate posttest and two week delayed posttest were administered to both experimental groups. Analysis of the data revealed a significant difference in long-term memory based on gender and computer experience. Girls using the color version of the lesson scored significantly higher on the delayed posttest than girls using the achromatic version. Advisors/Committee Members: Hardy, Clifford A., Poirot, James L., 1939-, Nicklas, Willis L., Johnson, Douglas A..

Subjects/Keywords: vocabulary retention; Vocabulary – Computer-assisted instruction.; Video display terminals – Psychological aspects.; Color – Psychological aspects.; Computer-assisted instruction.; computer assisted instruction; memory and color; short-term memory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Latham, C. V. (. V. (1990). The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331796/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Latham, Charles V (Charles Vernon). “The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students.” 1990. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc331796/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Latham, Charles V (Charles Vernon). “The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students.” 1990. Web. 20 Oct 2019.

Vancouver:

Latham CV(V. The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students. [Internet] [Thesis]. University of North Texas; 1990. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331796/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Latham CV(V. The Effect of Color in Computer Assisted Instruction on Vocabulary Retention Rates and Computer Attitudes of Selected Upward Bound Students. [Thesis]. University of North Texas; 1990. Available from: https://digital.library.unt.edu/ark:/67531/metadc331796/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

28. Casey, Sue Hartness. The Effects of Computer Performance Assessment on Student Scores in a Computer Applications Course.

Degree: 1994, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc277597/

► The goal of this study was to determine if performance-based tests should be routinely administered to students in computer application courses. The purpose was to… (more)

Subjects/Keywords: Computer science – Study and teaching (Higher); College students – Rating of.; Educational tests and measurements.; computer performance assessment; computer applications course

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APA (6^th Edition):

Casey, S. H. (1994). The Effects of Computer Performance Assessment on Student Scores in a Computer Applications Course. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277597/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Casey, Sue Hartness. “The Effects of Computer Performance Assessment on Student Scores in a Computer Applications Course.” 1994. Thesis, University of North Texas. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc277597/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Casey, Sue Hartness. “The Effects of Computer Performance Assessment on Student Scores in a Computer Applications Course.” 1994. Web. 20 Oct 2019.

Vancouver:

Casey SH. The Effects of Computer Performance Assessment on Student Scores in a Computer Applications Course. [Internet] [Thesis]. University of North Texas; 1994. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277597/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casey SH. The Effects of Computer Performance Assessment on Student Scores in a Computer Applications Course. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc277597/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations