Browsing by Author "White, David"
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Item An exploration of instructional technology integration culture and school effectiveness in West Texas school districts(2016-08-16) Barbosa, Ray; Claudet, Joseph G.; Molina, Ricardo; Valle, Fernando; White, DavidThis study sought to investigate the multiple variable relationships between/among school district instructional technology integration culture and school effectiveness in West Texas school districts. Of particular interest in this study was examining the ways in which district leaders’ technology integration fiscal decision-making practices contribute to the kinds and quality of district- and campus-level instructional technology integration cultures existing within individual school districts. The study employed a School District Instructional Technology Integration Culture and School Effectiveness (ITIC–SE) conceptual model as a literature-grounded means to investigate the “links” or “connections” between/among various school inputs, multiple school district structural elements and process dimensions, and recognized indices of school district effectiveness. A mixed methods phenomenological case study design was utilized to collect and analyze school district ITIC culture perceptual data from administrators and teachers in participating school districts along with analysis of campus-level STAAR scores and TAPR data. Follow-up interviews with administrators and teachers in selected “school districts of interest” identified from the total school district sample were then conducted to glean additional insights on context-specific technology integration conditions, issues, and challenges that can help explain educators’ perceptions regarding their district’s overall level of success in implementing and sustaining effective instructional technology integration initiatives in district schools and classrooms. The collective major findings and conclusions derived from the empirical results of this study strongly support the insight that the instructional technology integration culture (ITIC) construct as applied to schools and school districts can be best understood as a mediating variable that is conceptually linked to the greatest extent to the overall effectiveness of schools and school districts as organizations, rather than to what schools and districts produce in terms of educational outcomes (e.g., student academic performance/school achievement). The overall findings of this study contribute to the body of knowledge that may be tapped into by school district superintendents, technology support directors, campus principals and teachers, and school community stakeholders who want to implement effective instructional technology integration cultures in school districts to support enhanced, technology-integrated teaching, and learning effectiveness.Item An investigation of family and consumer sciences secondary educators' perceptions of sibling aggression and bullying(2018-12) Knesek, Natalie; Alexander, Karen L.; Allison, Barbara N.; White, DavidResearch focused on bullying has largely been associated with the school setting. Through an extensive review provided in this study, it was determined that while sibling aggression is known to be the most common form of family violence research on the topic is limited. This descriptive study examines the perceptions of 147 secondary family and consumer sciences educators’ in regard to sibling aggression and the bully-victim relationship as it pertains to siblings and peers. The human ecological systems theory is used to examine relationships at home, at school, and in communities. Statistical significance using the Pearson Correlation was found between bullying and sibling aggression and between the teachers who reported to have had bullying training and their self-reporting of sibling aggression and bullying. Professional practice and research implications are discussed, especially for professionals in family and consumer sciences education and extension education.Item Contributions to economic geology 1913(Washington: Government Printing Office, 1915) Campbell, Marius R.; White, DavidItem Contributions to economic geology 1915(Washington: Government Printing Office, 1916) Campbell, M. R.; White, DavidItem Contributions to economic geology 1916(Washington: Government Printing Office, 1917) White, David; Ashley, G. H.; Campbell, M. R.Item Contributions to economic geology 1919(Washington: Government Printing Office, 1920) White, David; Ashley, G. H.Item Contributions to economic geology 1920(Washington: Government Printing Office, 1921) White, David; Campbell, M. R.Item Contributions to economic geology 1921(Washington: Government Printing Office, 1922) White, David; Campbell, M. R.Item Development and testing of an initial model of mobile technology instructional integration(2015-05) Brandon, Merl; Claudet, Joseph G.; Livengood, Kim; Miazga, John; Valle, Fernando; White, DavidThe purpose of this study was to develop and test a Mobile Technology Instructional Integration – Instructional Leadership Culture (MTII – ILC) conceptual model that posits multivariate relationships between/among multiple indices of MTII – ILC school culture and multiple indices of school effectiveness (SE). The MTII – ILC model is designed to help elucidate potential differences that may exist in principal and teacher perspectives regarding mobile technology instructional integration (MTII) practices in middle, junior high, and high school campuses. An additional expectation of the MTII – ILC model was in its potential ability to reveal components of organizational culture that promote or thwart the successful implementation of MTII processes. The MTII – ILC conceptual model was employed as a conceptual basis to develop a MTII – ILC survey instrument to measure principal and teacher ILC perceptions, current levels of campus support for MTII processes, and the effect MTII – ILC has on school outcomes. The development of the MTII – ILC conceptual model and the administration of the MTII – ILC survey instrument is important for several reasons: (1) it provides a multidimensional framework for measuring the current perception of a campus’ ILC alignment; (2) it provides a tool to measure the current level of MTII support; and (3) it measures the impact that an aligned ILC has on a campus’ MTII process dimensions and the ultimate influence this has on positive school outcomes. A mixed methods design for this study was used to provide a quantitative view of teacher and principal perceptions of the MTII process dimensions and their effect on school outcomes as well as an in-depth look at certain anomalies that may exist in educational organizations and how these differences affect mobile technology instructional integration. An important conclusion that can be drawn from the study’s collective quantitative and qualitative findings is that study findings strongly supported the primary link or connectedness between MTII-ILC dimensions posited in the MTII model and school personnel perceptions of the overall effectiveness of their school as an organization.Item Effectiveness of computer-generated virtual reality (VR) in learning and teaching environments with spatial frameworks(MDPI, 2020-08-06) Safadel, Parviz; White, DavidIn this paper, we highlight the benefits of using computer-generated VR in teaching instructional content that have spatial frameworks such as in science, technology, engineering, and mathematics (STEM) courses. Spatial ability scores were collected from a sample (N = 62) of undergraduate and graduate students. Students were required to complete an instructional tutorial in VR and computer desktop screening on DNA molecules, which included necessary information about DNA and nucleotide molecules. Students also completed a comprehensive test about the spatial structure of DNA and a feedback questionnaire. Results from the questionnaire showed media use and satisfaction to be significantly related. The results also showed a significant interaction between spatial ability levels (low, medium, and high) and media used on students’ spatial understanding of the DNA molecules. It may be concluded that VR visualization had a positive compensating impact on students with low spatial ability.Item Examining the effects of augmented reality in teaching and learning environments that have spatial frameworks(2016-12) Safadel, Parviz; Burley, Hansel E.; White, David; Inan, Fethi A.Information presented in this experimental study highlights the benefits of using computer-based augmented reality (AR) in teaching instructional content in STEM courses. Spatial ability and spatial self-efficacy scores were collected from a random sample of undergraduate and graduate students who participated in the study. Students were required to complete an instructional tutorial on DNA molecules which included basic information about DNA molecules and presented 3-dimensional models of molecules described in the tutorial. Students completed a comprehensive test at the end of the tutorial and then completed a feedback questionnaire. Results from the questionnaire are presented and reveal several salient findings about the students' perceptions of the instructional AR tutorial on DNA molecules. The results also showed a significant relationship between spatial ability and media use on student’s memory recall. It may be concluded that AR visualization had a compensating impact on students with low spatial ability.Item Exploring the experiences of male novice science teachers and educational trainers in professional development practices through the lens of adult learning theory in Saudi Arabia(2021-05) Almutairi, Nader Ali; Maina, Faith; Cho, Jeasik; White, DavidIn 2009, Saudi Arabia's Ministry of Education launched the Project of Mathematics and Natural Sciences (PMNS), which instituted significant reforms in its science and mathematics curricula and education. After the reform, the problem that emerged is that the professional development programs still did not meet the teachers' needs and teachers still faced challenges regarding the quality of professional development and the new science curricula. This qualitative study aimed to explore science teachers and educational trainers (facilitators) perceptions of professional development and its planning and implementation through the lens of adult learning theory. Specifically, the research study sought a better understanding of the preparation and design of professional development programs in the Majmaah School District. A qualitative case study approach fit the study well because it allowed me to understand better the trainers and beginning science teachers' perceptions and experiences regarding the planning and implementing professional development. This study relied on two sources of data: Skype interviews and documents and records. Five educational trainers and nine beginning science teachers from the Majmaah School District served as the study participants. During data analysis, comparing the data collected from interviews and documents was compared to each other and done continuously to develop the themes that emerged from this study. Five primary themes and seven subthemes emerged from the data. Findings showed that teachers need to participate in professional development programs to enhance their content knowledge, skills, and teaching practices. The findings affirmed that it was necessary to focus on teachers' needs and view teachers' learning as an adult learning process. The evidence from this study suggests that teachers should have the opportunity to choose the workshops that fit their needs. Other findings indicated that trainers should be trained to improve their knowledge and skills, specifically regarding adult learning's cognitive and psychological principles. One fundamental recommendation was that those entities in charge of professional development and School District must prepare the trainers with the necessary knowledge of adult learning principles (Andragogy) and understand how adults learn and develop extensive professional development programs and systematically evaluate programs from preparing, implementing, and evaluating.Item Facilitating Molecular Biology Teaching by Using Augmented Reality (AR) and Protein Data Bank (PDB)(Springer, 2019) Safadel, Parviz; White, DavidSpatial understanding of molecules in molecular biology provides a better understanding of molecules in isolation and relation to their next elements. Augmented reality (AR) has recently been developed as a computer interface that enables the users to see the real world with virtual objects superimposed on it. We report a method that shows the use of AR and data provided from protein data bank (PDB) to facilitate the teaching of macromolecules in biology. Users can easily convert the molecules structures obtained from PDB to a 3D format and use it with an AR application to study the molecules from different perspectives. A sample of 60 college students was assigned randomly to one of two conditions namely 2D and AR. At the end of the experiment, participants completed a comprehensive test and then a satisfaction questionnaire. The results of the study showed a significant difference between 2D and AR in satisfaction, the media usability, perception, and apprehension.Item Flora of the outlying carboniferous basins of Southwestern Missouri(Washington: Government Printing Office, 1893) White, DavidItem Interdisciplinary studies non-thesis paper(2012-10) Ruwase, Oluwatobiloba; Dunham, Charlotte C.; White, David; Wherry, Jeffrey N.This portofolio contains a 15-page reflection paper of a Nigerian International Student and three class projects. The project papers are from assignments given in the Women's Studies, Human Development and Family Studies, and Education Instructional Technology departments.Item Investigation of school leaders' transformational leadership processess and behaviors in nurturing a mobile technology instructional integration culture in a charter school system(2017-05) Bayar, Mehmet; Claudet, Joseph G.; White, David; Valle, Fernando; Sheridan, MarkThis study investigated the multiple variable relationships between school leaders’ transformational leadership processes and behaviors and multiple indices of school effectiveness in a charter school network. Of particular interest in this study was on examining the ways in which school leadership processes and behaviors contribute to the kinds and quality of instructional technology integration cultures. The study employed a Mobile Technology Instructional Integration Leadership and School Effectiveness (MTIIL–SE) conceptual model as a literature-grounded means to investigate the “links” or “connections” between/among MTII leadership processes and behaviors and multiple indices of school effectiveness in the 46 schools of this charter school network in Texas. A mixed methods phenomenological case study design was utilized to collect and analyze the perceptual data from school leaders in participating schools along with analysis of campus-level STAAR scores, MAP scores and TAPR data. Follow-up interviews with selected school leaders were then conducted to glean additional insights on context-specific technology integration conditions, issues, and challenges that would help explain their perceptions regarding their campuses’ overall level of success in implementing and sustaining effective instructional technology integration initiatives. Exploratory factor analyses completed on quantitative survey data yielded four factor-analyzed dimensions of instructional technology integration: MTII - Leadership Vision (LS); MTII - Assessment and Reward Systems (ARS); MTII - Professional Development and Support (PDS); and MTII - Implementation Monitoring (IM). Analyses completed on collective qualitative interview data resulted in the identification of four emerging themes providing further insights regarding the challenges and opportunities associated with instructional technology integration leadership in charter and public school districts. The overall findings of this study contribute to the body of knowledge that may be tapped into by school leaders, teachers, and school community stakeholders who want to implement effective instructional technology integration cultures in school districts to support enhanced, technology-integrated teaching and learning effectiveness.Item Morale during mandatory curriculum change(2014-12) Baumstimler, G McFarlin; Price, Margaret A.; Simpson, Douglas J.; Salazar, Dora; White, DavidAbstract This study examined teacher morale during mandatory curriculum change. The study was a response to the districts perceptions about implementation of a recent curricular innovation known as CSCOPE. The implementation began in the year 2011 with teachers being asked to peruse the CSCOPE website and use what would be beneficial to their lesson plans. In 2012 all core subject area teachers (math, science, English, and social studies) were mandated to use CSCOPE as their official curriculum. The district also implemented a new online lesson planning tool to facilitate data acquisition faster, giving them more availability to the data. During the same time frame the district, as an additional requirement, implemented mandated professional learning community meetings for all subject area teams. A case study design was used to research the perceptions of the teachers who were forced to use the CSCOPE curriculum and eduphoria! SchoolObjects™ the district mandated data collection system. Two public high schools were targeted for collection of data in this case study The participants were chosen from a pool of teachers given to the researcher by the high school administrators. Their participation was solicited by email invitations. Data gathered for the study were teacher interviews, document analysis, and observations during shared conference/cohort team meetings. Findings from the data found three major themes followed by subthemes. The three themes are: perceptions the participants had about communication, teacher perceptions regarding professional development during implementation and teacher perceptions about school milieu. The subthemes for communication were a) mandatory curriculum change, b) teacher buy-in and c) collegiality; the subtheme for professional development was creation of professional learning communities. Finally, the third theme concerning milieu was followed by three subthemes a) administrative mandates, b) school administrative turn-over and c) administrative indecision.. Participants felt communication was indeed a problem and that quite often they were confused by what they were supposed to be doing. They felt they did not have adequate time to prepare for changes implemented in 2011. Another concern was related to staff morale and buy-in, the teachers felt disrespected by the administration’s decisions to buy curriculum software and implement mandatory professional development without consulting them. These decisions made the participants feel that their expertise had not been utilized, as the district sought expertise outside the district. Professional development and the lack of training was also a concern for the teachers. They felt they had not been trained properly to deliver the curriculum nor had they been given sufficient training to manage the new eduphoria! SchoolObjects™ implemented. The findings indicate the participants questioned the administration’s decision making or lack thereof. Participants did not perceive the lack of decision making as a campus leadership problem, due to the high turnover rate in principals and vice-principals at the school level, but rather the problem was attributed to decisions from the district’s assistant superintendent and the superintendent. The professional learning communities along with combined conference period meetings became the single, most positive aspect of mandatory protocol change. These gatherings became a safe haven for the participants to discuss, deliberate, and negotiate the intricacies of the various issues brought about in the mandatory protocol change.Item Pre-service teachers' perceptions of a student-centered approach for integrating technology in content areas(2006-05) Cyrus, Jacquelyn D.; Maushak, Nancy; White, David; White, Janet; Johnson, Peggy; Crooks, Steven M.This research study investigated 2 concerns. First, with what technology skills did pre- service teachers enter the technology applications course? The self-reported technology skills knowledge mean gain scores increased on all of the 10 subscales of the Technology Questionnaire. Secondly, what did pre-service teachers perceive their roles to be in the classroom without computer use compared to the classroom within a computer environment? The study results showed no significant difference in mean gain scores between preservice teachers' perceptions of teacher-centered roles and their perceptions of student-centered roles in classrooms without computers. There was a significant difference for student-centeredness in environments using computers. The expectation was for there to be a shift in perspective back to teacher-centeredness when asked for choice of computer uses. However, when asked to report on their choice of computer uses in classrooms using computers, preservice teachers maintained their student-centeredness approaches. The preservice teachers would more likely use the computer as a student-centered tool after instruction in a learner-centered technology integration class.Item Public junior high school employees' reactions and stages of concern of an electronic discipline referral system(Texas Tech University, 2007-05) Terrell-Edmiston, Raney G.; Maushak, Nancy; White, David; Price, Robert; Crooks, Steven M.This mixed method action research study examined how the process of a required technology innovation adoption can be conducted in order to facilitate change in ways that alleviate the concerns of faculty, administrators, and staff in a public junior high school. The innovation in the study was an electronic discipline referral system in which the traditional paper method of discipline referrals was replaced with a form that was generated, transmitted, and stored electronically. While attendance, scheduling, and grades are almost always managed electronically in public education, discipline records in electronic form are just beginning to emerge. Data collected from the Electronic Discipline Referral System Survey (EDRSS), Stages of Concern Questionnaire (SoCQ), and focus groups were used answer this question by investigating four research hypotheses. The perception of the electronic discipline referral system was generally positive as expressed by the teachers, principals, and office staff at the junior high school in the study. Significant difference was found between the means in the teachers' perceptions of the electronic discipline referral system based on age. No significant differences were found based on gender or years of experience. Significant correlation was found between the teachers' concern levels on the Stages of Concern Questionnaire and their mean EDRSS scores. The qualitative focus group data were analyzed using the constant comparative method and uncovered areas of improvement and concern. The evaluation of the qualitative data provided insight for future technological change facilitators with similar innovations as well as feedback that may help to improve the current system.Item Structure and oil and gas resources of the osage reservation, Oklahoma(Washington: Government Printing Office, 1922) White, David