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dc.contributor.advisorWatson, Robert Lewiseng
dc.contributor.authorThompson, Julie Renee Watson, 1964-eng
dc.coverage.spatialMissourieng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionThe 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.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on June 9, 2010).eng
dc.descriptionDissertation advisor: Dr. Robert Watson.eng
dc.descriptionVita.eng
dc.descriptionEd. 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.bibrefIncludes bibliographical references.eng
dc.format.extentxi, 131 pageseng
dc.identifier.merlinb77878450eng
dc.identifier.oclc662490825eng
dc.identifier.urihttps://hdl.handle.net/10355/8430
dc.identifier.urihttps://doi.org/10.32469/10355/8430eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri-Columbia.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshEnhancing Missouri's Instructional Networked Teaching Strategies Program (eMINTS)eng
dc.subject.lcshTeachers -- Attitudeseng
dc.subject.lcshPerception (Philosophy)eng
dc.subject.lcshEducational tests and measurementseng
dc.subject.lcshAcademic achievementeng
dc.subject.lcshStudents -- Rating ofeng
dc.subject.lcshEducation -- Standardseng
dc.titleAn examination of teacher perceptions of training methodology and matriculation as related to systemic technology reform : a case study of Missouri veteran eMINTS teacherseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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