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| Bitter, Gary G. | 1 |
| Davis, Shelley J. | 1 |
| Rader, Martha H. | 1 |
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| Wilhelm, William J. | 1 |
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Peer reviewedVaidya, Sheila Rao – Computers and Education, 1985
Describes a study conducted with 14 preschoolers to determine (1) whether all children are competent programers functioning adequately in a LOGO environment and (2) if individual differences in learning do exist, whether they can be attributed to children's mathematical aptitude, creativity, cognitive style, and computer or computer-related…
Descriptors: Competence, Computer Literacy, Creativity, Field Dependence Independence
Peer reviewedBitter, Gary G.; Davis, Shelley J. – AEDS Journal, 1985
A study of teacher attitudes toward and knowledge of computers polled 240 teachers enrolled in computer education classes at Arizona State University. Results revealed a positive correlation between attitude and knowledge level, with teachers indicating an appreciation for classroom computers and expressing interest in expanding their knowledge.…
Descriptors: Attitude Measures, Competence, Computer Literacy, Higher Education
Torardi, Mary Montag – 1985
This report describes the procedures used to construct and validate the Standardized Test of Computer Literacy (STCL), a criterion-referenced instrument designed to assess students' computer literacy. Following a statement of the study problem and purpose, a description of the study methodology outlines the use of a 12-step model for development…
Descriptors: Academic Achievement, Competence, Computer Literacy, Computer Science Education
Rader, Martha H.; Wilhelm, William J. – 2001
Areas of business education that need to be researched were identified through a two-round study. First, 2 groups of more than 40 Delta Pi Epsilon members generated ideas for research topics at regional and national conferences. The resulting list of topics was edited and rated by a Delphi panel consisting of 15 educators from postsecondary and…
Descriptors: Business Education, Business Education Teachers, Competence, Computer Literacy


