VTechWorks Repository :: Browsing by Author "Sanders, Mark E."

Browsing by Author "Sanders, Mark E."

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Addressing the Crisis of Identity
Sanders, Mark E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 1997)
An Analysis of Successful and Unsuccessful Example Solutions to Enhance Open-Ended Technological Problem-Solving Efficiency Among Middle School Students
Sianez, David M. (Virginia Tech, 2003-05-02)
This study investigated the usefulness of providing successful and unsuccessful example solutions in enhancing students' technological problem-solving efficiency. Prior research exploring worked example solutions indicated improved problem-solving efficiency when solutions were structured in a fashion that decreased the amount of extraneous cognitive load and increased the amount of germane cognitive load as specified by cognitive load theory. Fifty-one 7th and 8th grade students enrolled in technology education courses were selected from one school in the southwest region of Virginia. Participants completed three technological problem-solving tasks that included elevated load, cantilevered weight, and energy absorption using supply kits containing simple modeling materials. Problem-solving efficiency was determined by combining the amount of elapsed time across all three tasks. A 3 x 3 mixed factorial ANOVA was used to analyze the data. Data analysis revealed trends similar to worked example research in mathematics and science, but no significant difference among the three groups was found in this study.
An (Articulated K-12) Curriculum to Reflect Technology
Sanders, Mark E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 1997)
Precisely fifty years since Warner (1947) presented “A Curriculum to Reflect Technology,” and with phase two of the Technology for All Americans Project now underway, we enter the most critical phase in the history of our profession. Our work over the next decade will either thrust us into the mainstream of the technology in education movement—or, it won’t. The struggle for recognition of technology as legitimate subject matter in our schools is now behind us. Even the staunchest luddites recognize that “technology” isn’t some passing fad. Technology educators are no longer alone in the call for technology in the curriculum. Every parent wants his and her child reap the benefits of technology in education. The only questions remaining have to do with the what, who, and how “technology” will be infused across the curriculum.
Comparing the Legibility and Comprehension of Type Size, Font Selection and Rendering Technology of Onscreen Type
Chandler, Scott Bondurant (Virginia Tech, 2001-10-08)
This experimental study investigated the relationship between the independent measures of font selection, type size, and type rendering technology and the dependent measures of legibility, as measured by the Chapman-Cook speed of reading test, as well as comprehension, as measured by a series of questions from the verbal comprehension section of the Graduate Record Exam. An electronic instrument presented test items in 12 different typographic styles. The study tested 117 college students at a university in southwestern Virginia. Each participant encountered anti-alias type rendering style and the orthochromatic type rendering style while participants were randomly assigned to either Helvetica or Palatino (font selection) and 8, 10 or 12 point type size. Results indicated that the 12 point type size was read more quickly than either 8 point type or 10 point type. There was also an interaction between font selection and type rendering technology for speed of reading: Helvetica without an anti-alias was read more quickly than Helvetica with an anti-alias and more quickly than Palatino without an anti-alias. These findings contradict an earlier, similar study. There were no significant results with regard to comprehension. [Vita removed Oct. 13, 2010. GMc]
Corporate ethnographpy [i.e. ethnography]: an analysis of organizational and technological innovation
Roe, Amanda Ann (Virginia Tech, 1993)
Organizations are seeking ways to become more innovative to renew their business and ward off foreign competition. The perceived weakening of this process in U.S. firms is viewed as a contributing factor in the steady decline of productivity growth vital to our nation's stability. The specific purpose of this study was to analyze the organizational and technological innovation process used by a specific organization to foster corporate renewal. Data were gathered to answer related research questions by conducting an ethnographic study (the disciplined study of the acquired knowledge that people use to interpret experience and generate behavior) of the innovation process developed and implemented by an international Fortune 100 chemical manufacturer. A structured method of analytical induction was used to analyze the textual content of the data. Findings indicated that the corporation believed that innovation was a matter of corporate survival. To change the direction the corporation was taking, a systematic process to create future business value and new businesses was designed and implemented. A conceptual "innovation" model was developed to identify and to serve as a vision for the corporation and guide the process. A management plan was created to administer the process. Most development activity was conducted by means of a "stage-gate" process. The advantages and disadvantages of innovation were intertwined and overlapped. The greatest advantages to innovation were identified as follows: 1) the Office of Innovation, 2) innovation training programs, 3) management and the formal process, and 4) the environment/culture. The greatest disadvantages cited were: 1) management, 2) environment/culture 3) conflicting missions between core business and the strategic business development division, and 4) the formal process. Recommendations were given for making the environment/climate more innovative, expanding the innovation training, improving core business and the strategic business development division's relationship, and improving the innovation process.
A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies
Miller, William David (Virginia Tech, 2010-04-14)
The purpose of this descriptive case study was to identify the strategies used by post-secondary military institutions to adopt, implement and train faculty for the use of new instructional technologies in the learning environment. Termed the Innovation Migration Process, it includes: 1) the adoption decision (selection of the innovation), 2) strategies for implementation and, 3) how faculty are trained on its use. The study was a two phased, explanatory, mixed-methods design beginning with a quantitative survey, followed by twelve qualitative interviews conducted at two exemplary institutions. The study identified two strategies are used to adopt new technology: 1) authoritative decisions from the "top-down" and 2) a bottom-up strategy where new technology is first used by innovators who work with a central organization to adopt the change. Five strategies were identified to implement the innovation: 1) centralized training; 2) leadership commitment; 3) tapping expertise; 4) well defined support for pedagogy and technical issues; and 5) a robust infrastructure. Four strategies were found for training faculty: 1) tapping expertise (indicating training and implementation are interwoven); 2) formal training; and 4) dedicated training time. The fourth strategy, incentives and rewards, was used successfully by one of the two exemplary institutions, but few of the other institutions offered either of these for training. Suggested guidelines for post-secondary, military institutions include: create a culture of innovativeness; demonstrated commitment by the leadership; follow Ely's Eight Conditions for Implementation; develop a centralized training organization; develop a robust technical support organization; invest in the infrastructure; seek out and support innovators; use a formal faculty development program.
Determining effects of text-to-speech synthesis in a multimedia learning environment on science achievement for students with learning disabilities in reading
Scholz, Joseph T. (Virginia Tech, 1995)
The purpose of this study was to explore the effect of text-to-speech in a multimedia learning environment on science achievement for students with learning disabilities in reading. The researcher examined how student achievement on unit tests was related to their participation with the experimental treatment. A secondary purpose of the study was to determine whether students prefer the combination of digitized audio and text, or text alone. The researcher used a quasi-experimental, counter-balanced, post-test only design for the study. Qualitative information was collected using post experiment individual and small group interviewing techniques. The sample used in this study was selected from students enrolled at The Forman School, a private school specializing in the education of students with learning disabilities. Specifically, the sample consisted of students with dyslexic reading problems. This independent school is located in Connecticut and currently uses multimedia in daily instruction. The sample consisted of 22 students enrolled in life science classes. The students' ages ranged from 13-19 years and the grade levels ranged from 9-12. Intact, pre-grouped students were randomly assigned to the experimental groups. The main thrust of the study was to examine the effect on achievement of the type of instruction (with and without text-to-speech synthesis) applied. The experimental group consisted of students who received modified multimedia instruction (treatment), including the text-to-speech synthesis. The control group consisted of students who received standard multimedia instruction; a series of texts and graphics without text-to-speech synthesis. Both lessons were identical in content and appearance, with the exception of the text-to-speech synthesis modification.
Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science
Brusic, Sharon (Virginia Tech, 1991-07-05)
The purpose of the study was to explore the effect of integrating technological activities with science instruction. The researcher examined whether fifth-grade students' achievement and curiosity relative to the science unit were related to their participation in classes where the experimental treatment was employed. A secondary focus of the study was to determine whether students' curiosity about the unit prior to studying it was related to their achievement. The researcher used a quasi-experimental,pretest/post test design for the study. The researcher developed and field tested two instruments for use in the study: a measure of curiosity and a measure of students' science knowledge and comprehension relative to the unit studied on changing forms of energy. The sample (n=l23) was drawn from a population of fifth-grade students in Staunton and Augusta County, Virginia. Classrooms were randomly assigned as treatment and control. Treatment group teachers taught the unit by having students participate in two technological activities that corresponded with the science unit. Control group teachers used traditional science methods (i.e., primarily teacher demonstrations of science experiments) to teach the unit. Pretest and posttest data were analyzed using correlation analysis and analysis of covariance procedures. The researcher reported a significant difference between treatment group students' and control group students' curiosity, favoring the treatment group. No significant differences were found between groups in science achievement and no significant relationship between students' curiosity and achievement was reported. The researcher concluded that the integration of technological activities with science instruction may positively affect fifth-grade students' curiosity but may not enhance or deter from their science achievement. Hence, the science-technology linkage shows promise as a useful method of promoting greater student curiosity without negatively affecting their achievement.
The Effects of a Technological Problem Solving Activity on FIRST LEGO League Participants' Problem Solving Style and Performance
Varnado, Terri E. (Virginia Tech, 2005-04-08)
This study investigated the effects of a technological problem solving activity, specifically the 2004 No Limits FIRST™ LEGO™ League Robotics Challenge, on student participants' problem solving styles and performances. Previous research suggested that problem solving styles and performances could be influenced in children who are developing cognitively. Thirty-six 9-14 year old males and females were selected from officially registered FLL teams in the Virginia Department of Education Regions 6 & 7 of Southwest Virginia. Student participants self-assessed their technological problem solving confidence, approach/avoidance styles, and personal control during said activity three times over an eight week period. Two raters directly observed four dimensions of technological problem solving (problem clarification, developing a design, modeling/prototyping, and evaluating the design solution) at four points during the same eight-week time frame. Simple ANOVA, Repeated Measures ANOVA, MANOVA, Regression Analyses, and Qualitative Analyses were used to analyze the data. Female FLL student participants aged 9-14 perceived their overall technological problem solving style no differently than did 9-14 year old males. Gender alone showed no significant differences in performance; however, without any formal training or coursework, 9-14 year old FLL student participants showed significant increases in confidence, overall technological problem solving styles, problem clarification, developing a design, evaluating a design solution, and overall technological problem solving performance in only eight weeks.
The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course
Swab, A. Geoffrey (Virginia Tech, 2012-06-26)
This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course. Quasi-experimental and qualitative methods were employed in comparing student achievement resulting from out-of-class cooperative and individualistic learning structures. The research design was a counterbalanced, repeated measures, nonequivalent control group design. During the first half of the semester, one course section served as the experimental group (cooperative learning) and the other section served as the control group (individualistic learning). During the second half of the semester, the treatment and control conditions were switched to the other section. Data collection involved a pretest, a mid-term exam, a final exam, weekly homework drawing grades, an introductory demographic survey, weekly peer reviews, and interviews. The data analyses showed that the differences between the treatment and control group means on the mid-term and final exams were not significant. However, the treatment group means on the weekly homework drawings were significantly higher than those for the control group in each half of the semester. The data revealed main effects of race, prior experience, time of achievement test administration, and prerequisite grade. A post-hoc analysis did not show significant differences among the various levels of prerequisite grade. Also, there were first-order interactions for gender-by-time, experience-by-time, method-by-time for the year as engineering major demographic variable, and method-by-academic year. Qualitative data revealed that most participants had positive group experiences, more participants preferred working in cooperative groups during more difficult activities than introductory material, academically stronger participants might have "carried" weaker participants in the cooperative groups, and there were times identified for cooperative group work during which groups did not work cooperatively. Based upon the findings in this study, one might reasonably conclude that cooperative and individualistic learning structures result in approximately equal student achievement. Thus, when deciding on the use of one learning structure over the other, instructors might focus on which approach seems more appropriate/practical for a particular instructional activity.
The Effects of Gender Grouping and Learning Style on Student Curiosity in Modular Technology Education Laboratories
Draper, Sonya R. (Virginia Tech, 2004-09-15)
This study investigated whether in a modular technology education (MTE) classroom, gender groupings and learning styles predicted degree of curiosity. Based on the assumption that gender grouping and learning style are factors that influence the degree of curiosity of both individuals and teams, it was hypothesized that a student's learning style (i.e., Accommodating, Converging, Diverging, and Assimilating) and gender grouping (girl/girl, boy/boy, and girl/boy) at the module would be essential elements to consider when measuring the degree of curiosity of learners in MTE classrooms. During a meeting with the deputy superintendent and the technology education supervisor in a mid-sized, suburban public school district in Virginia, three MTE teachers from different schools were identified to participate in this study in the spring of 2004. The sample for this study consisted of middle school students (n = 116; 22 girls and 94 boys, grades 6-8) enrolled in technology education classes using Synergistic SystemsTM modules. Students completed three consecutive MTE activities. This study was conducted in the technology education classroom in three different middle schools. Schools were classified as School A, B or C. Students selected technology education as an elective subject. Kolb's Learning Style Inventory (LSI), Version 3 was used to identify students' preferred learning style. The My Point of View (MyPOV) instrument adapted by Brusic and based on Leherissey's instrument, the State Epistemic Curiosity Scale (SECS), was used to measure individual degree of curiosity. The MyPOV instrument was administered three times; once after each module. Data was analyzed using a multiple linear regression analysis. Descriptive statistical analysis revealed that boys (81%; n = 94) continue to outnumber girls (19%; n = 22) in technology education classrooms. Participants (n = 101) preferred the following learning styles as identified by the LSI: Accommodating (35%), learning from "hands-on" experience, followed by Diverging (25%), preferring to brainstorm ideas, Assimilating (24%), interested in abstract ideas and concepts, and Converging (17%), rather deal with technical tasks and problems. Mean curiosity scores for students were analyzed by school. Results revealed scores from School B were lower than students at Schools A and C as measured by the MyPOV instrument. Mean curiosity scores for students were also analyzed by gender, learning style, and gender grouping. Statistics revealed that scores for girls were higher than boys. An independent-samples t-test was done to evaluate the difference between the means of the genders. According to the analyses, the tests were not significant, t(108) = .932, p = .353 (Score 1), t(110) = 1.282, p = .202 (Score 2), and t(104) = 1.564, p = .121 (Score 3). Overall scores for girl/girl groupings were higher than girl/boy and boy/boy groupings, and scores for girl/boy groupings were higher than boy/boy groupings. A one-way analysis of variance was conducted to evaluate whether the gender grouping means differed significantly from each other. According to the analyses, the F-tests revealed no significant differences in gender groupings, F(2, 97) = 1.65, p = .198 (Score 1), F(2, 95) = .50, p = .608 (Score 2), and F(2, 92) = 1.84, p = .165 (Score 3). Additionally, curiosity scores for students by learning styles showed that participants that preferred to deal with technical tasks and problems or Converging had the highest scores followed by Assimilating, Accommodating and Diverging. A multiple regression analysis was conducted to test if there was a significant relationship between the pairing of students of different gender groupings and different learning styles in the prediction of degree of curiosity. The F-tests revealed that the linear combination of gender groupings and learning styles for the three schools were not significantly related to degree of curiosity, R2 = .09, adjusted R2 = .04, F(5, 86) = 1.65, p = .155 (Score 1), R2 = .09, adjusted R2 = .04, F(4, 79) = 1.84 , p = .130 (Score 2), and R2 = .02, adjusted R2 = -.03, F(4, 73) = .382, p = .821 (Score 3). The t-tests analyses indicated that the Converging learning style, t(79) = 2.06, p =.043, in Score 2 was the only significant predictor variable with this sample. Although it seems that learning style and gender grouping might predict degree of curiosity in MTE laboratories, this assumption was not supported by this study.
The effects of learning styles and instructional sequencing of program controlled and learner controlled interactive video programs on student achievement and task completion rates
Wicklein, Robert C. (Virginia Tech, 1986)
The purpose of this study was to determine if achievement test scores and task completion rates were affected by learning styles and instructional program sequencing, and to determine if there was an interaction of these two variables. The following research questions were addressed: 1. Is there a significant difference in achievement test scores between subjects using the program controlled interactive video program and subjects using the learner controlled interactive video program? 2. Is there a significant difference in achievement test scores between sensing type learners and intuitive type learners? 3. Is there a significant interaction of learning styles and interactive video programs on achievement test scores? 4. Is there a significant difference in task completion rates between subjects in the program controlled interactive video program and subjects in the learner controlled interactive video program? 5. Is there a significant difference in task completion rates between sensing type learners and intuitive type learners? 6. Is there a significant interaction of learning styles and interactive video programs on task completion rates? The treatment consisted of viewing a preassigned interactive video program, (program controlled-Program 1 or learner controlled-Program 2), followed by an achievement test (final examination) covering the material presented in the interactive programs. The subjects recorded the elapsed time for the interactive video programs (task completion rate). Two analyses of variance were used to test for significant differences in the means of the achievement test scores and task completion rates between the interactive video programs and the learning styles. (p<.10). Frequencies and percentages were computed to determine identifiable trends in the lesson unit selection sequence and the student learning paths through the lesson units. The results of the study indicated that in all but one measurement there were no significant differences between the dependent variables of this study (achievement test scores and task completion rates). There was a significant difference in task completion rates between the two interactive video programs. Based upon the overall purpose and nature of the instruction in this study, to whom the instruction was directed, and the results of the analysis of variance on achievement test scores and task completion rates, it is concluded that the program controlled interactive video program should be considered the more appropriate design strategy for this particular type of training.
The Effects of Solid Modeling and Visualization on Technical Problem Solving
Koch, Douglas; Sanders, Mark E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2011)
Technology education and many other fields are placing increased emphasis on problem solving. The Standards for Technological Literacy (STL) state that “Problem solving is basic to technology” (ITEA, 2000, p. 90). Jonassen (2000, p. 63) contends that “most psychologists and educators regard problem solving as the most important learning outcome for life.” “Problem solving is a critical process skill that involves virtually all aspects of existence” (Wu, Custer, & Dyrenfurth, 1996, p. 56). “Virtually everyone, in their everyday and professional lives, regularly solves problems” (Jonassen, 2000, p. 63). All problems are not the same and must be approached differently than rote or component skills (Westberry, 2003). The fields of Technology and Technology Education place strong emphasis on problem solving and application, as teachers strive to promote technological literacy.
The Effects of Solid Modeling and Visualization On Technical Problem Solving
Koch, Douglas Spencer (Virginia Tech, 2006-05-08)
This research was undertaken to investigate the effects of solid modeling and visualization on technical problem solving. The participants were 47 students enrolled in solid modeling classes at Southeast Missouri State University. The control and experimental groups consisted of 23 and 24 randomly assigned students respectively. This study was a posttest only design that used logistic regression to analyze the results. Both groups were required to take the Purdue Spatial-Visualization Test/Visualization of Rotations (PSVT/TR). Participants in the control group used only sketching to design their solutions while participants in the experimental group used parametric solid modeling software to design their solutions. All participants then constructed prototypes of their designs. The prototype was evaluated to determine if it successfully met the design specifications. The findings revealed that visualization was a significant predictor of technical problem solving as defined by successful prototype construction (p=.021). There was no significant difference between the sketching and solid modeling design methods used for technical problem solving (p=.752). The interaction between the method of design, solid modeling or sketching, was analyzed to determine if using solid modeling would offset low visualization scores It was found that the interaction was not significant (p=.393).
The Effects of Technology Education, Science, and Mathematics Integration Upon Eighth Grader's Technological Problem-Solving Ability
Childress, Vincent William (Virginia Tech, 1994-07-01)
This study investigated the effects of technology education, science, and mathematics (TSM) curriculum integration on the technological problem-solving ability of eighth grade technology education students. The researcher used a quasi-experimental, nonequivalent control group design to compare the performance of students receiving correlated TSM integration to those not receiving integration in an adapted Technology, Science, Mathematics Integration Project Activity (LaPorte & Sanders, 1993). The students were to design, construct, and evaluate wind collectors to generate electricity. The collectors were mounted on a generator for the pretest and posttest measurements. The measure for treatment effect was the output wattage of the generator for each student's wind collector. The samples were drawn from middle schools that had two technology education teachers in the same school, each teaching eighth graders. The pilot study sample (N = 51) was selected from a middle school in rural south-central Virginia. The study sample (N = 33) was selected from a middle school in a suburb of Richmond, Virginia. Treatment group technology education teachers employed echnological problem solving, and they correlated instruction of key concepts with science and mathematics teachers using the adapted TSM Integration Activity. The control group technology education teachers did not correlate instruction with science and mathematics teachers. There was no significant difference between the treatment and control groups for technological problem solving. Evidence suggested that students were applying science and mathematics concepts. The researcher concluded that TSM curriculum integration may promote the application of science and mathematics concepts to technological problem solving and does not hinder the technological problem-solving ability of eighth technology education students.
An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy
Holt, Brent D. (Virginia Tech, 2011-10-24)
Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk & Hoy, 1990; and Muijs & Reynolds, 2001) and that prior teaching and teacher preparation experiences influence teacher self-efficacy (Preito & Altmaier, 1994). Since the late 1990s, a significant number of teachers have been drafted to teach engineering content in secondary schools across America (NAE & NRC, 2009). Given that none of those teachers were specifically prepared for that task in pre-service secondary engineering teaching licensure programs, some—or perhaps even many—of these new secondary engineering educators might be experiencing low teacher self-efficacy, which research suggests would lead to relatively ineffective secondary engineering teaching. Thus, the purpose of this study was to investigate experiences/factors that might influence secondary engineering teachers' self-efficacy, to inform those who are developing new pre- and in-service secondary engineering teacher preparation programs, and educational administrators / policy-makers. The population of Project Lead the Way (PLTW) secondary engineering teachers across the U.S. was invited to participate in this study. PLTW offers the best-known secondary engineering curriculum in the U.S. It features robust linkages/articulation agreements with post-secondary engineering programs (McVearry, 2003). The data for this study were obtained by administering the Teachers' Self-Efficacy Belief System-Self (TEBS-S) instrument (Dellinger, Bobbett, Oliver, & Ellett, 2008) and a demographic instrument developed by the researcher. The following factors had a statistically significant influence on teacher self-efficacy: pre-PLTW teaching experience, PLTW teaching experience, post-secondary course hours completed, teacher licensure process, and current and past teaching schedules. Implications of these findings may be used by administrators and educators who are actively involved in recruiting, selecting and preparing secondary engineering educators.
Factors Influencing Faculty Adoption of Web-based Courses in Teacher Education Programs Within the State University of New York
Martin, Margaret Hill (Virginia Tech, 2003-03-24)
This study sought to identify factors that influence the adoption of Web-based courses by State University of New York faculty members engaged in professional development and preparation of teachers. The central question of this research study was: What factors and concerns affect State University of New York teacher education faculty members' decisions regarding development and implementation of Web-based courses? The study addressed issues raised during earlier research efforts on the objections, problems, or barriers to the use of distance learning during the academic preparation of teachers. Earlier studies revealed technical barriers surrounding the perceived reliability or unreliability of hardware components or software available to instructors. Non-technical problems centered on professional objections to online courses. Job security, intellectual property rights, course control, and the constant requirement to learn or maintain new skills were listed as concerns by faculty. Implementation of Web-based courses also required a training period for faculty. Teacher education programs found within the State University of New York were selected as the focus of this study due to the availability of a structured resource for faculty seeking to develop and present online courses to their students. State University of New York faculty respondents in these programs were experienced educators who viewed Web-based teaching within the context of pre-service teacher preparation as important or very important but were concerned about "quality" issues such as student discussion or interaction, the suitability of course content, and concerns that more time is needed to prepare online courses without any corresponding support or policy guidance from institutional administration. Few courses were offered to pre-service teachers in the setting that was studied. Many respondents viewed the use of Web-mediated instruction as inconsistent with the requirements of pre-service classroom observation or other efforts to develop teaching skills. Several respondents reported that they had no online teaching experience but indicated some exposure to online teaching resources. This would suggest that hybrid courses (a mix of classroom contact supported by Web-based classes) should be explored.
Formatting variables and typeface variations of dot-matrix print and their effect on reading comprehension and reading speed
Holmes, James A. (Virginia Tech, 1986-03-05)
The purpose of this study was to determine whether three typeface variations of dot matrix print [single density, dual density, and photocopied dot matrix type] and two formatting variations [fully justified and left justified] had any effect on the reading rates or reading comprehension of college students when compared to the same typewritten material. A pretest/posttest design with experimental and control groups utilized the Cloze Reading Test and the Nelson Denny Reading Test to measure reading comprehension and reading rates respectively to college students [N= 240]. Subjects were randomly assigned to the groups to test the effects of the six treatment levels and two control groups of the independent variables [typefaces and type formatting] on the dependent variables [reading comprehension and reading rates. Four test sessions were used to collect the data and answer the research question: Do either of the three typeface variations of dot matrix print or the two formatting variables have any effect on reading comprehension or reading rates of the subjects when compared to typewriter type? A factorial analysis of covariance [p. < .05] was used to analyze reading comprehension; and a two way analysis of variance [p. < .05] was used to analyze reading rates. The findings indicated that typefaces or formatting made no significant difference in the reading rate or reading comprehension scores of the subjects tested.
The Impact of High Stakes Testing on Curriculum, Teaching, and Learning
Sullivan, Gregory Paul (Virginia Tech, 2006-05-09)
Research suggests that high stakes testing impacts teachers' decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachers' perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the "digital divide." 74b769a6-e0db-4582-ac4d-7a2ab1e0118c,"Research surrounding older adults, social support, and emotional well-being are richly researched topics. However, literature is devoid of qualitative studies and research focusing specifically on community centers and older adults' social networks, which are integral for understanding the growing needs of older adults in today's society. Guided by the theoretical frameworks of phenomenology, activity theory, and ecological theory, four in-in-depth interviews were conducted and then coded for themes. The central themes highlighted family connection, connection with others, resiliency, helping others, type of activity, restoring self, community connection, exploration, convenience, and life stages. Suggestions for future research and possible impacts for clinical practice are discussed.
In Praise of Technology Education Content and Method
Sanders, Mark E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 1993)

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