dc.contributor.advisor | Watson, Robert Lewis | eng |
dc.contributor.author | Thompson, Julie Renee Watson, 1964- | eng |
dc.coverage.spatial | Missouri | eng |
dc.date.issued | 2010 | eng |
dc.date.submitted | 2010 Spring | eng |
dc.description | The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on June 9, 2010). | eng |
dc.description | Dissertation advisor: Dr. Robert Watson. | eng |
dc.description | Vita. | eng |
dc.description | Ed. D. University of Missouri--Columbia 2010. | eng |
dc.description.abstract | [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] While several studies demonstrate the effectiveness of the eMINTS instructional methodology on student success, no research exists to determine veteran eMINTs teachers' perceptions of training methodology and leadership matriculation as related to systemic technology reform. This study investigated veteran eMINTS teachers' perceived value of the eMINTS instructional model of design. The study explored whether similarities exist between veteran eMINTS teacher perceptions and matriculation to a position of leadership or, conversely, burn out from the demands associated with training for and maintenance of instruction in the technology enhanced classroom. This study drew from the cross-sectional survey responses of 30 teachers. Comparative analysis of responses from veteran eMINTS teachers to their non-eMINTS colleagues allowed for consideration of variables in matriculation, leadership advancement, or "burn out" not related to the eMINTS training experience. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.format.extent | xi, 131 pages | eng |
dc.identifier.merlin | b77878450 | eng |
dc.identifier.oclc | 662490825 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/8430 | |
dc.identifier.uri | https://doi.org/10.32469/10355/8430 | eng |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | Access is limited to the campus of the University of Missouri-Columbia. | eng |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. | |
dc.subject.lcsh | Enhancing Missouri's Instructional Networked Teaching Strategies Program (eMINTS) | eng |
dc.subject.lcsh | Teachers -- Attitudes | eng |
dc.subject.lcsh | Perception (Philosophy) | eng |
dc.subject.lcsh | Educational tests and measurements | eng |
dc.subject.lcsh | Academic achievement | eng |
dc.subject.lcsh | Students -- Rating of | eng |
dc.subject.lcsh | Education -- Standards | eng |
dc.title | An examination of teacher perceptions of training methodology and matriculation as related to systemic technology reform : a case study of Missouri veteran eMINTS teachers | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ed. D. | eng |