Morris, John D.

Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.

This study used a discriminant analysis procedure to identify the
demographic variables (school, teacher, grade level, subject, test used
for evaluation, semester of treatment, and gender) or subsets of variables
that would predict elementary students' success with computer assisted
instruction (CAl). Also, multiple factorial analyses of variance were
performed to test the interaction effect between treatment (CAl) and the
demographic variables. Recommendations suggest that future research attempt to identify
the appropriate teacher training in the use of computers for instruction that
will produce recurring student achievement with CAl. It is also suggested
that future research examining the academic effects of CAl in the
elementary classroom (grade 2 through 5) should not be concerned with
the grade level of the student, the subject being studied (mathematics or
language arts), the test used for evaluation (local or standardized), or the
gender of the student.

The purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth/Space and Fundamental Environmental Science. The modified curriculum integrated the curriculum frameworks and performance standards of Fundamental Earth/Space Science and those of Fundamental Environmental Science to produce an interdisciplinary unit of instruction that enabled students to earn two credits (Earth/Space and Environmental Science) in one year of study. The course featured an integrated approach to instruction with emphasis on hands-on and process skills. The 274 subjects of this study represented the entire population of dropout prevention students in the Broward County School System enrolled in both dropout prevention Fundamental Earth/Space Science and Fundamental Environmental Earth Science for the 1990-91 school year. A 3 x 2 x 2 factorial analysis of variance (ANOVA) design was used to examine main effects due to type of curriculum, gender, and race as well as all possible interactions among these independent variables. Analyses revealed that there was a significant difference in student academic performance for each of the independent variables that was not moderated by the interactions of these variables. Students in the course modification curriculum of either gender and of all race/ethnicity groups performed significantly better (p <.05) on both subscales (process and recall) of the district's achievement examinations than students in the regular dropout prevention curriculum.

Computers are becoming an integral part of our high school curriculum. Students use computers for computer-assisted instruction (CAI), word processing, spreadsheet and database applications, and computer programming. It is important to know the cognitive effects of each mode of computer use. The purpose of this study was to investigate transfer effects of a high school BASIC programming course on students' skills in mathematical modeling, procedural comprehension, and verbal problem solution. The sample consisted of 44 BASIC I students, 44 computer literacy students, and 44 students who had no computer training. Groups were matched on years of mathematics and on the grade received in the last mathematics course taken. Pretests and posttests were administered. Results indicated no significant differences in scores among groups for mathematical modeling or procedural comprehension; however, a significant difference was found among groups for verbal problem solution. The BASIC group scored significantly higher than the computer literacy group and the group with no exposure (p < .01). Auxiliary hypotheses examined possible interactions of group with gender, student level, prior grade received in mathematics, and years of high school mathematics. Significant main effects were found for both prior grade (p < .05) and years of mathematics (p < .05) with achievement directly related to excellence of grades and magnitude of coursework. Neither gender x treatment interaction, nor gender alone was found to be a significant source of score variance. Although the variance caused by student grade level was not significant, a significant interaction was found between group membership and grade level with respect to verbal problems. Sophomores in the literacy group scored higher than did sophomores in the nonexposure group; juniors in the nonexposure group scored higher than juniors in the computer literacy group. Suggestions for future research include studying effects (a) over an entire district, (b) on lower level mathematics students, and (c) on lower socioeconomic groups. Recommendations for computer education include teaching algebraic problem solving by computer and exposure of programming coursework to a wider population.

The most effective planners in both the private and the public sector are those who are best at strategic planning. Although strategic planning is easier to apply to the private sector, it is becoming the dominant paradigm in the public sector as well. Because politics tend to dominate the planning process in the public sector, successful strategic planning is more difficult to accomplish. School districts are spending an increasing amount of time and resources on planning. It is believed that planning processes that include demographic representation on strategic planning teams will allow school districts to use visionary and strategic thinking, leading to the achievement of consistent and planned results. The purpose of this study was to determine if a significant relationship exists between selected demographic characteristics of action teams and the acceptance of the action plans by the strategic planning team. A review of the related literature includes the history of strategic planning, comparison of private sector and public sector strategic planning, examination of strategic planning in public education, and an overview of stakeholder participation. The study was done during the action team phase of a strategic planning process undertaken by one of the nation's largest public school districts. Two hundred and sixteen action team members were asked to complete and return a three part evaluation instrument. One hundred and sixty nine surveys were returned, comprising a 78 percent response rate. A multiple regression was used to predict acceptance of plans by the strategic planning team from a model composed of demographic characteristics of action team members. Of the six hypotheses tested there were no significant relationships between selected demographic characteristics of action team members and the measure of acceptance of action plans by the strategic planning team. Public school districts may find this study useful as they prepare to do long-range or strategic planning.

Predictive discriminant analysis model testing was used to test alternative screening models for selecting administrative interns for the School Board of Broward County, Florida. The current screening process includes 43 scores based on job dimensions that are gathered from performance ratings and evaluations of written behavioral examples. The job dimensions include the 19 Florida Principal Competencies. The 273 subjects (171 females and 102 males) included all applicants for the administrative intern program at the elementary (121), middle (81) and high (71) school levels. Minorities comprised 36.6% of the sample. Clusters of scores were examined to determine which, if any, could be eliminated without significantly reducing the classification accuracy of the model for elementary, middle and high school intern administrator candidates. McNemar's test statistic was used to compare the difference in classification accuracy between the full and various reduced models for both calibration and leave-one-out cross-validation accuracy estimates as recommended by Morris and Huberty (1991). Model performance relative to proportional and maximum chance expectations also was examined. Analyses revealed that at some school levels as many as three of the five score clusters could be eliminated without significantly (p <.05) reducing classification accuracy. These analyses, as well as parallel analyses of reduction possibilities of other selection strategies, could save significant resources devoted to collecting statistically redundant, therefore unnecessary, information. Estimates of resulting cost reductions are included.

The purpose of this study was to investigate the relationship of student, course and administrative characteristics to student evaluations of college faculty. The student predictor variables were desire to take the course, whether the course was a prerequisite, required and/or in the student's major and expected grade. The course predictor variables were student status, workload, and academic field. Anonymity, faculty presence and purpose of the evaluation were the administrative predictor variables. The study involved 433 graduate and undergraduate students and their evaluations of college faculty. Multiple regression analysis demonstrated that there was a significant relationship among all the predictor variables and the criterion variable of faculty rating (R^2 =.253, F(16,381) = 8.06, p <.001). The scores that were significantly (p <.01) related with faculty rating were academic field or school (r =.384), anonymity (r =.133), desire to take the course (r =.326) and expected grade (r =.164). The implications for staff development are discussed. Also suggested is the development of a residual model for faculty evaluation. The administrative implications for using this model are discussed. Recommendations for future sampling techniques are listed.