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Descriptors:
Grade 8; Teaching Methods; Computer Uses in Education; Rural Schools; Constructivism (Learning); Technology Uses in Education; Grade 4; Computers; Teacher Effectiveness; Teachers

Abstract:
This study investigated the relationship between technology use and skills and the use of constructivist instructional practices among teachers in rural schools. Teachers in this study responded to Moersch's instrument, the Levels of Technology Implementation (LoTi). The LoTi was administered to the fourth and eighth grade teachers in 11 school districts to determine if levels of classroom technology use and personal computer use predicted the use of constructivist instructional practices. Results indicate that there is a significant, positive relationship between both levels of classroom technology use and personal computer use and the use of constructivist instructional practices, with personal computer use being the strongest predictor. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Outcomes Assessment; College Students; Developmental Studies Programs; Higher Education; Instructional Effectiveness; Outcomes of Education; Remedial Instruction; Sex Differences; Student Development

Abstract:
This report describes the educational outcomes of students enrolled in developmental/remedial courses at one postsecondary institution. Three questions are addressed: What are the demographics of students enrolled in developmental/remedial courses? What percentage of students pass developmental/remedial courses on the first attempt? and How do pass/fail elements modify the educational outcome of students who were enrolled in developmental/remedial education courses? Students enrolled in developmental/remedial courses at a multipurpose institution of higher education in northern Louisiana were studied for this report. Data were obtained from the Institutional Research Department and included information on the developmental course(s) in which each student was enrolled; the semester and year of enrollment; the age, sex, and race of the students; and the number of times the students attempted the developmental course(s). The results indicate that after a 7-year period, 16 percent of the students enrolled in developmental/remedial courses graduated, 9 percent were still enrolled, and 75 percent were not enrolled at the school. For the courses themselves, 77 percent of the students who were enrolled in developmental/remedial courses completed the courses on the first attempt and more females than males were enrolled in these types of courses. Contains 10 references. (RJM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (201K)