Social competence of students enrolled in online high school physical
education courses
Social competence of students enrolled in online high school physical education courses
The purpose of this study was to assess the social competence of high school students enrolled in online Physical Education courses. Additionally, the demographic information regarding students who enroll in online Physical Education courses was examined. The subjects for this study included sixty students taking one of two Physical Education courses at the Florida Virtual School during the spring 2005 term. The entire curriculum of the Florida Virtual School is presented online and students live throughout the entire state of Florida. Therefore, the entire study was administered online. The assessment instrument used was the Teenage Inventory of Social Skills created by Heidi Inderbitzen. The Teenage Inventory of Social Skills is a 40-item self-report questionnaire consisting of statements rated on a 6-point continuum. The instrument was divided into two sub-scales; a positive scale and a negative scale. A OneSample T-Test was used to compare the mean sample scores with the standard means. Frequencies were run to review demographic information. Results indicated that there was no significant mean difference found between the students enrolled in online Physical Education courses and the mean of students established by the TISS. The majority of respondents were female, Caucasian, and were attending public or private schools for most of their classes.
Literature Online: Reading & Internet Activities for Libraries & Schools
Literature Online: Reading & Internet Activities for Libraries & Schools
Bartending school opens today.(Focus: HOSPITALITY): An article from: Westchester
County Business Journal
Bartending school opens today.(Focus: HOSPITALITY): An article from: Westchester County Business Journal
This digital document is an article from Westchester County Business Journal, published by Thomson Gale on August 29, 2005. The length of the article is 783 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: Bartending school opens today.(Focus: HOSPITALITY)
Author: Keith Loria
Publication: Westchester County Business Journal (Magazine/Journal)
Date: August 29, 2005
Publisher: Thomson Gale
Volume: 44 Issue: 35 Page:
19(1)
An investigation of online environments supporting follow-up to professional development
for Texas school librarians: (Dissertation)
An
investigation of online environments supporting follow-up to professional development
for Texas school librarians: (Dissertation) Abstract
At the beginning of the 2004-2005 school year, school librarians participated
in a face-to-face workshop during in-service training. The workshop dealt with
the process of creating a TAKS Support Plan, a plan for the library to remediate
deficiencies on the TAKS at their school. At the conclusion of the workshop,
school librarians were given the opportunity to participate in an eight-week
online follow-up course that supported implementation of in-service themes.
The purpose of this study was to examine the effects of online follow-up and
collaboration on participant attitudes, quality of course product, and course
completion in an online professional development course for librarians in 12
Texas school districts. This study used a posttest-only control group experimental
design with self-selected participants. School librarians were stratified by
level of service and socioeconomic school status and were randomly assigned
to one of three environments. Two experimental environments were used: (a) Collaborative
Follow-up and (b) Noncollaborative Follow-up and a control environment, Noncollaborative/No
Follow-up. The experimental environments were given additional information and
support in an online course to aid the creation of their TAKS Support Plan.
Results indicate that the professional development program that included online
collaboration and follow-up produced more positive attitudes towards the professional
development program than the professional development program with no collaboration
or follow-up. Attitudes towards the online professional development experience
from the two experimental environments were mildly positive with no significant
difference across groups. Attitudes towards the professional development experience
in the control environment were significantly less positive than the experimental
environments. Logistic regression revealed that the likelihood of completion
could be predicted by membership in professional development environment. The
likelihood of completion by participants in the Collaborative Follow-up environment
was significantly greater than participants in the Noncollaborative Follow-up
and Noncollaborative/No Follow-up environments. No difference was found in completion
rates between the other two environments. Credential proved to effect TAKS Support
Plan completion. Master's degree holders in the Noncollaborative Follow-up environment
and master's and bachelor's degree holders in the Noncollaborative/No Follow-up
environment were less likely to complete than these levels in the Collaborative
Follow-up environment.
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