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  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Collection: UNT Theses and Dissertations
Effects of Board Training on the Relationship Between Board Members and Ceos

Effects of Board Training on the Relationship Between Board Members and Ceos

Date: August 2014
Creator: Riley, Beth, A.
Description: The purpose of this study is to ascertain the opinions of chief executive officers (CEOs) and school board chairs of Texas private schools in educational service center (ESC) Regions 10 and 11 toward board training and the potential benefits for the success of their respective roles. Literature regarding private school board training is limited. As a result, most private school boards face challenges regarding school board training expectations, which could affect their roles and the roles of CEOs. The quantitative and qualitative cross-sectional research design examined Texas private school CEOs’ and school board chairs’ perceptions about school board training and the working relationships between Texas school CEOs and school boards. The researcher developed the survey and interview questions used in this study. Responses to a 4-point Likert-type scale instrument, short answer questions, and interviews were solicited from a population of private school CEO and school board chairs within ESC Regions 10 and 11 from schools with an enrollment of at least 100 students and that contained Grades 9 through 12. In-depth Interviews were conducted with 12 private school CEOs and 12 school board chairs with varying levels of school board training. The research findings indicate that board training does make ...
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A Legal Analysis of Litigation Against Georgia Educators and School Districts Under the Georgia Governmental Tort Claims Act

A Legal Analysis of Litigation Against Georgia Educators and School Districts Under the Georgia Governmental Tort Claims Act

Date: December 2014
Creator: McDaniel, Rick R
Description: This dissertation examines the impact of the 1992 Georgia Tort Claims Act on educators in court decisions involving liability cases against Georgia school districts and/ or their respective employees. By examining pertinent court cases in which Georgia educators were, for the first time, subjected to potential litigation, the researcher outlines circumstances in which educators can and should be held liable for their actions. Additionally, the researcher analyzes the Tort Claims Acts of Texas, Oklahoma, and Mississippi as well. This analysis allows the researcher to contrast the types of litigious actions that educators in each of these states are held liable. Findings include the types of actions in which educators in each of the respective states are subject to liability. Case study analysis of randomly selected court cases involving tort liability, provides the infrastructure for in-depth research allowing the following questions to be addressed: (1) How have Georgia courts interpreted the Georgia Tort Claims Act in litigation against school personnel and school districts? (2) How do tort liability rulings, involving school personnel or districts, in other states within the United States compare with similar cases filed in Georgia since 1992? The Georgia Tort Claim Act of 1992 propelled an array of ...
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Uncovering Gendered Teaching Practices in the Early Childhood Classroom

Uncovering Gendered Teaching Practices in the Early Childhood Classroom

Date: August 2014
Creator: Larremore, April
Description: For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. This inquiry examined the tensions associated with the researcher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. The study took place over the course of 4 months and involved a traditional public kindergarten classroom. Queer theory and feminist poststructuralism, along with a multi-voiced poststructural autoethnography were used to demonstrate the researcher’s shifting identities and the cultural context that shaped the researcher’s behaviors and perspective. Multivocal autoethnographic narratives were written to illustrate the researcher’s journey between trying on, being in, and becoming a feminist poststructural educator who uncovers and troubles gendered teaching practices in her own early childhood classroom. The following insights resulted from this study: young children actively and knowingly talk about gender and sexuality and do have a considerable amount of sexual knowledge; heterosexuality plays an integral part in children’s everyday experiences; and a lack of equity and inclusion associated with family diversity or queer identities exists in the ...
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The Relationships Between the Teacherinsighttm Score and Student Performance As Measured by Student Taks Academic Change Scores

The Relationships Between the Teacherinsighttm Score and Student Performance As Measured by Student Taks Academic Change Scores

Date: August 2014
Creator: Stewart, Robert L.
Description: The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on the Texas Assessment of Knowledge and Skills (TAKS) test. School district administrators, particularly district personnel administrators, are continually faced with the task of screening and hiring potential teacher applicants who are expected to influence student achievement outcomes directly. Efforts to make the screening, selection, and hiring process more efficient and effective have led to the use of certain teacher prescreening selection instruments that provide a research-based assessment of teachers’ affective attributes, which purportedly predicts teacher effectiveness. This study addressed this concern using a teacher screening and selection tool, the TI, design by the Gallup Organization. According to the Gallup Organization, the TI is a predictor of teacher affective attributes or talents. The state of Texas uses a student evaluation process called the TAKS to measure student academic gains in certain subject areas. This study examined the relationship between the TI and teacher effectiveness as measured by student academic TAKS change scores in mathematics in fourth and fifth grade. I used data obtained from a single school district in north central Texas. The specific targeted population ...
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Do Minutes Matter? Connecting Tardiness to Academic Achievement

Do Minutes Matter? Connecting Tardiness to Academic Achievement

Date: August 2014
Creator: Taylor, Tresa S.
Description: Within the scope of all that is expected to be accomplished in education, what difference does a tardy make? This study was designed to examine the significance of tardiness, as it relates to student achievement, as measured by the results of the state math test. It also investigated the generation of change by the campus administrator to improve punctuality, with a new method of enforcing the tardy policy with the use of an electronic data system. This study used archived data from the one high school in a suburban school district in Texas. From a student population of 2,631, two subject groups of 919 and 1,310 were determined. Spearman rho results confirmed a moderate inverse relationship between student tardiness and results on the state math test. Descriptive discriminant analysis indicated that tardiness contributed to 25% of the variance in the results on the state math test, when considered alone, and had a smaller contribution when considered with other variables. A visual review of the data portrayed an inverse relationship between the occurrences of tardiness and the pass/fail results on the state math test; as tardiness increased, passing rates decreased. Wilcoxon signed rank test results revealed a reduction in the magnitude ...
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The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments

The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments

Date: August 2013
Creator: Parish, Deidre A.
Description: The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In ...
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Preschool Teachers’ Constructions of Early Reading

Preschool Teachers’ Constructions of Early Reading

Date: May 2014
Creator: Walker, Karen Elledge
Description: Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is taught and by which reading success is measured. Although this discourse directly influences the work of preschool teachers, little is known about what preschool teachers think about early reading and how they develop these understandings or constructions. Research concerning preschool teachers’ constructions is useful because of the potential influence on teachers' decisions and classroom behaviors. The purpose of this study is to better understand preschool teachers’ constructions concerning early reading and the process of learning to read. Six preschool teachers, with a variety of personal, educational, and professional experiences, from four diverse early childhood programs in the North Texas area were interviewed over a nine-month period during which each participant was interviewed for approximately three hours. Through systematic, inductive analysis, three themes were identified under an overarching theme of the interdependent and relational nature of early reading influences: out-of-school interactions, in-school interactions, and interactions with text. Without exception, these teachers referred to their life experiences as influencing their approach to teaching in general and to teaching reading in particular. The goals these preschool teachers had ...
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Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California

Using Complexity Thinking to Build Adaptive Capacity in Schools: an Analysis of Organizational Change in California

Date: May 2014
Creator: Martin, Teddi Eberly
Description: In response to reductionist neoliberal approaches to organizational change that have been prevalent in American education since the 1980s, some educators have begun to employ a whole-systems approach to improving student learning. These approaches, based in complexity sciences, recognize the nonlinear, unpredictable nature of learning and the interconnected relationships among myriad factors that influence the teaching/learning that occurs in schools. In the summer preceding the 2011-2012 school year, a cohort of educators from California Unified School District participated in a 10-day training regarding human systems dynamics (HSD) and complexity thinking. Their goal was to build adaptive capacity throughout the district in the pursuit of improving student learning. Through analysis of the interviews from seven target participants from this training, this study investigates what target participants report regarding their use of HSD methods and models in their work in schools across the 2011-2012 school year. Findings indicate that target participants displayed distinct arcs of use of HSD methods/models. In addition, findings suggest that target participants’ need for support in learning and implementing HSD methods/models, the influence of systemic and individual history, and the role of agency affected their “arcs of use.” This study illuminates the ways in which HSD methods/models support ...
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Experiences and Perceptions of Students in Music and Mathematics

Experiences and Perceptions of Students in Music and Mathematics

Date: May 2014
Creator: Cranmore, Jeff L.
Description: Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the ...
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Examining the Relationship Between Persistence in Attendance in an Afterschool Program and an Early Warning Index for Dropout

Examining the Relationship Between Persistence in Attendance in an Afterschool Program and an Early Warning Index for Dropout

Date: May 2014
Creator: King, Teresa C.
Description: School districts constantly struggle to find solutions to address the high school dropout problem. Literature supports the need to identify and intervene with these students earlier and in more systemic ways. The purpose of this study was to conduct a longitudinal examination of the relationship between sustained afterschool participation and the host district’s early warning index (EWI) associated with school dropout. Data included 65,341 students participating in an urban school district’s after school program from school years 2000-2001 through 2011-2012. The district serves more than 80,000 students annually. Data represented students in Pre-Kindergarten through Grade 12, and length of participation ranged from 1 through 12 years. Results indicated that student risk increased over time and that persistent participation in afterschool programming had a significant relationship with student individual growth trajectories. Slower growth rates, as evidenced through successive models, supported students being positively impacted by program participation. Additionally, participation was more meaningful if students persisted, as noted in the lower EWI rates, as compared to students who attended less consistently.
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