{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-2095"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-2095","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Using partial least squares approach to predict factors that contribute to the impact of e-folios on pre-service teachers' learning","abstract":"Teacher-education programs have the responsibility to prepare their future teachers by instilling in them the desire, confidence, and ability to be reflective practitioners, lifelong learners who continues to grow and develop professionally after graduation (Klenowski, 2000). In an effort to fulfill this responsibility, Teacher-education programs are beginning to make reforms to adhere to national standards, which prompt them to create alternative means for assessing pre-service teacher's performance and the success of the teacher-education program. One such alternative is the electronic portfolio. This study investigated the use of Louisiana colleges and universities' electronic portfolio system known as PASS-PORT. The purpose of this study was to predict the factors that contribute to the impact PASS-PORT's working portfolios have on pre-service teachers' learning of constructivist practices, confidence using technology, and technology skills. To analyze survey data, the researcher used the Partial Least Squares (PLS) approach to Structural Equation Modeling (SEM), which is a method for estimating the likelihood of the success of PASS-PORT given information about other factors that influence the use of PASS-PORT. (Falk & Miller, 1992). Of the most important findings, the research suggests that pre-service teachers' success of learning outcomes, as mentioned above, can be predicted by their infused use of PASS-PORT. In order to achieve infusion they must follow through the levels of use-frequency, routinization, and infusion. As pre-service teachers use PASS-PORT more often it will become a part of their routine and eventually lead to their use of the program to its maximum potential. Other contributing factors are explored.","abstract_html":"Teacher-education programs have the responsibility to prepare their future teachers by instilling in them the desire, confidence, and ability to be reflective practitioners, lifelong learners who continues to grow and develop professionally after graduation (Klenowski, 2000). In an effort to fulfill this responsibility, Teacher-education programs are beginning to make reforms to adhere to national standards, which prompt them to create alternative means for assessing pre-service teacher's performance and the success of the teacher-education program. One such alternative is the electronic portfolio. This study investigated the use of Louisiana colleges and universities' electronic portfolio system known as PASS-PORT. The purpose of this study was to predict the factors that contribute to the impact PASS-PORT's working portfolios have on pre-service teachers' learning of constructivist practices, confidence using technology, and technology skills. To analyze survey data, the researcher used the Partial Least Squares (PLS) approach to Structural Equation Modeling (SEM), which is a method for estimating the likelihood of the success of PASS-PORT given information about other factors that influence the use of PASS-PORT. (Falk & Miller, 1992). Of the most important findings, the research suggests that pre-service teachers' success of learning outcomes, as mentioned above, can be predicted by their infused use of PASS-PORT. In order to achieve infusion they must follow through the levels of use-frequency, routinization, and infusion. As pre-service teachers use PASS-PORT more often it will become a part of their routine and eventually lead to their use of the program to its maximum potential. Other contributing factors are explored.","abstract_has_math":false,"creators":["Christmas, Tasha Hoover"],"institution":"Educational Leadership, Research and Counseling","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T02:58:50Z","subjects":["teacher training","partial least squares","electronic portfolios","pre-service teachers"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-06302005-152718","https://repository.lsu.edu/gradschool_dissertations/1096"],"render_values":[{"text":"etd-06302005-152718","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/1096","href":"https://repository.lsu.edu/gradschool_dissertations/1096","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.1096","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Christmas, Tasha Hoover"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005-06-13"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:11:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Educational Leadership, Research and Counseling"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher training","partial least squares","electronic portfolios","pre-service teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-06302005-152718","10.31390/gradschool_dissertations.1096","https://repository.lsu.edu/gradschool_dissertations/1096"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Teacher-education programs have the responsibility to prepare their future teachers by instilling in them the desire, confidence, and ability to be reflective practitioners, lifelong learners who continues to grow and develop professionally after graduation (Klenowski, 2000). In an effort to fulfill this responsibility, Teacher-education programs are beginning to make reforms to adhere to national standards, which prompt them to create alternative means for assessing pre-service teacher's performance and the success of the teacher-education program. One such alternative is the electronic portfolio. This study investigated the use of Louisiana colleges and universities' electronic portfolio system known as PASS-PORT. The purpose of this study was to predict the factors that contribute to the impact PASS-PORT's working portfolios have on pre-service teachers' learning of constructivist practices, confidence using technology, and technology skills. To analyze survey data, the researcher used the Partial Least Squares (PLS) approach to Structural Equation Modeling (SEM), which is a method for estimating the likelihood of the success of PASS-PORT given information about other factors that influence the use of PASS-PORT. (Falk & Miller, 1992). Of the most important findings, the research suggests that pre-service teachers' success of learning outcomes, as mentioned above, can be predicted by their infused use of PASS-PORT. In order to achieve infusion they must follow through the levels of use-frequency, routinization, and infusion. As pre-service teachers use PASS-PORT more often it will become a part of their routine and eventually lead to their use of the program to its maximum potential. Other contributing factors are explored."]},{"key":"dc:title","label":"Title","values":["Using partial least squares approach to predict factors that contribute to the impact of e-folios on pre-service teachers' learning"]}]}],"canonical_facts":{"dc:creator":["Christmas, Tasha Hoover"],"dc:date":["2005-06-13"],"dc:date.available":["2022-05-12T23:11:00Z"],"dc:description.abstract":["Teacher-education programs have the responsibility to prepare their future teachers by instilling in them the desire, confidence, and ability to be reflective practitioners, lifelong learners who continues to grow and develop professionally after graduation (Klenowski, 2000). In an effort to fulfill this responsibility, Teacher-education programs are beginning to make reforms to adhere to national standards, which prompt them to create alternative means for assessing pre-service teacher's performance and the success of the teacher-education program. One such alternative is the electronic portfolio. This study investigated the use of Louisiana colleges and universities' electronic portfolio system known as PASS-PORT. The purpose of this study was to predict the factors that contribute to the impact PASS-PORT's working portfolios have on pre-service teachers' learning of constructivist practices, confidence using technology, and technology skills. To analyze survey data, the researcher used the Partial Least Squares (PLS) approach to Structural Equation Modeling (SEM), which is a method for estimating the likelihood of the success of PASS-PORT given information about other factors that influence the use of PASS-PORT. (Falk & Miller, 1992). Of the most important findings, the research suggests that pre-service teachers' success of learning outcomes, as mentioned above, can be predicted by their infused use of PASS-PORT. In order to achieve infusion they must follow through the levels of use-frequency, routinization, and infusion. As pre-service teachers use PASS-PORT more often it will become a part of their routine and eventually lead to their use of the program to its maximum potential. Other contributing factors are explored."],"dc:identifier":["etd-06302005-152718","10.31390/gradschool_dissertations.1096","https://repository.lsu.edu/gradschool_dissertations/1096"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["teacher training","partial least squares","electronic portfolios","pre-service teachers"],"dc:title":["Using partial least squares approach to predict factors that contribute to the impact of e-folios on pre-service teachers' learning"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Educational Leadership, Research and Counseling"]},"updated_at":"2026-07-24T02:58:50Z"}