rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas
  name:
    name part: Alfaro, Frank Eduardo
    name part: 1971-
    role:
      role term: creator
  name:
    name part: Collier, Virginia
    role:
      role term: thesis advisor.
  name:
    name part: Hoyle, John R.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2008
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
  abstract: This study examines Levels of Technology Implementation (LoTi) teacher selfratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi instrument is explained comprehensively in the study. Using a series of survey questions about classroom instruction and technology use, the instrument measures a teacher's level of technology implementation in terms of that teacher's perception of classroom practices. The study assesses the relationship between LoTi ratings and TAKS scores of 9th, 10th, and 11th grade students as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. The study determined the degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. In addition, the study ascertained the existence of differences among the variable of student economic status. For the purposes of this study, school and student performance analysis included only Alamo Heights High School in the Alamo Heights Independent School District (AHISD). The student data in the study came from approximately 359 9th graders, 372 10th graders, and 309 11th graders (1040 total students). A total of 11 English teachers, 14 math teachers, 9 science teachers, and 10 social studies teachers (44 total teachers) from this campus made up the population under study. The research findings of this study included: 1. A positive relationship exists between the level of technology implementation in the classroom and student performance on the TAKS test in math, English Language Arts/Reading, science, and social studies. 2. Further, the findings showed that this relationship impacts economically disadvantaged students the most in English Language Arts/Reading and math.
  note: by Frank Eduardo Alfaro.
  note: "Major Subject: Educational Administration"
  note: Title from author supplied metadata (automated record created on Oct. 13, 2008.)
  note: Vita.
  note: Abstract.
  note: Electronic resource.
  note: Mode of access: World Wide Web.
  note: System requirements: World Wide Web access and Adobe Acrobat Reader.
  note: Ed. D. Texas A&M University 2008.
  note: Includes bibliographical references.
  note: Text (Ed. D.).
  subject:
    topic: Major educational administration
  subject:
    topic: technology integration
  subject:
    topic: student achievement
  identifier: http://hdl.handle.net/1969.1/85920
  record info:
    record content source: TXA
    record creation date: 090401
    record change date: 20151110090058.0
    record identifier: in00002494837