Persistent Link:
http://hdl.handle.net/10150/187121
Title:
Use of a Group Support System to identify essential skills.
Author:
Kelly, William Joubert.
Issue Date:
1995
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study used Group Support Systems software tools to determine whether they can be used to develop or improve essential writing skills for learning disabled students at the third grade level. The research study used two processes to evaluate whether these outcomes could be achieved. Using the same group, participants initially were tested without any specific knowledge regarding written language disorders. The second series of testing was done after the same group had read three chapters on "Handwriting Disorders" (Bain, 1991). In both processes the participants used the same testing procedures to determine their responses to questions presented. In each session responses were evaluated to determine similarity to each other and whether this tool could provide evidence that Group Support Systems could be used successfully to develop essential writing skills for learning disabled students. In the initial testing, the no-knowledge group developed broad essential skills that, when compared with the knowledge group, served as general categories. When the participants were tested after having gained knowledge, their responses, while comparable to the no-knowledge group, were more specific. This influx of knowledge provides support for using Group Support systems and its software tools to develop effective essential skills.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Administration and Higher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Smith, Kenneth J.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleUse of a Group Support System to identify essential skills.en_US
dc.creatorKelly, William Joubert.en_US
dc.contributor.authorKelly, William Joubert.en_US
dc.date.issued1995en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study used Group Support Systems software tools to determine whether they can be used to develop or improve essential writing skills for learning disabled students at the third grade level. The research study used two processes to evaluate whether these outcomes could be achieved. Using the same group, participants initially were tested without any specific knowledge regarding written language disorders. The second series of testing was done after the same group had read three chapters on "Handwriting Disorders" (Bain, 1991). In both processes the participants used the same testing procedures to determine their responses to questions presented. In each session responses were evaluated to determine similarity to each other and whether this tool could provide evidence that Group Support Systems could be used successfully to develop essential writing skills for learning disabled students. In the initial testing, the no-knowledge group developed broad essential skills that, when compared with the knowledge group, served as general categories. When the participants were tested after having gained knowledge, their responses, while comparable to the no-knowledge group, were more specific. This influx of knowledge provides support for using Group Support systems and its software tools to develop effective essential skills.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Administration and Higher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairSmith, Kenneth J.en_US
dc.contributor.committeememberVogel, Douglas R.en_US
dc.contributor.committeememberCallahan, Philipen_US
dc.identifier.proquest9531140en_US
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