Latest content added for UNT Digital Library Collection: UNT Theses and Dissertationshttps://digital.library.unt.edu/explore/collections/UNTETD/browse/?fq=untl_institution:UNT&fq=str_degree_department:Department+of+Teacher+Education+and+Administration&display=grid2024-01-27T22:07:50-06:00UNT LibrariesThis is a custom feed for browsing UNT Digital Library Collection: UNT Theses and DissertationsCross-Pollinating Culturally Sustaining Pedagogies and Systemic Functional Linguistics in English as a Second Language (ESL) Classrooms2024-01-27T22:07:50-06:00https://digital.library.unt.edu/ark:/67531/metadc2257730/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257730/"><img alt="Cross-Pollinating Culturally Sustaining Pedagogies and Systemic Functional Linguistics in English as a Second Language (ESL) Classrooms" title="Cross-Pollinating Culturally Sustaining Pedagogies and Systemic Functional Linguistics in English as a Second Language (ESL) Classrooms" src="https://digital.library.unt.edu/ark:/67531/metadc2257730/small/"/></a></p><p>This exploratory case study research was conducted with a view to exploring how teachers teaching emergent bilingual students in ESL programs can enact the principles of culturally sustaining systematic functional linguistics (CS SFL), such as critical centering, historicizing, curricularizing, teaching and learning cycle (TLC), and semantic waving in their classrooms. Two middle school teachers participated in the study and used CS SFL principles to teach their emergent bilingual students. I gathered data for the study through non-participatory observations, semi-structured interviews, informal talks with the teachers, usually right after their classes, and artifacts from teachers and students. The thematic analysis of the data demonstrated that teachers could recognize their students' ways of knowing and being by (a) translanguaging between English and Spanish seamlessly in their classrooms; (b) centering their students' lifeways, prior knowledge, and lived experiences by making them the parts of their curricula; (c) using TLC for creating dialogic interactions between teachers and students and among students; (d) positioning their students through strength perspectives; and (e) using multimodal and multi-semiotic means of communication so that their students can understand their content area knowledge and express their ideas even if their English language is emerging. The teachers faced tensions about whether to reject or perpetuate the monolingual and monocultural ideologies expressed through English language requirements that emergent bilingual students should meet in order to succeed academically. Similarly, they reported that they had challenges in preparing students for high-stakes testing and offering their support for the students sent to in-school suspension (ISS).</p>The Impact of Kindergarten Classroom Assignment on Classroom Teachers and Student Achievement2024-01-27T22:03:30-06:00https://digital.library.unt.edu/ark:/67531/metadc2257725/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257725/"><img alt="The Impact of Kindergarten Classroom Assignment on Classroom Teachers and Student Achievement" title="The Impact of Kindergarten Classroom Assignment on Classroom Teachers and Student Achievement" src="https://digital.library.unt.edu/ark:/67531/metadc2257725/small/"/></a></p><p>To determine the impact of an administrator's decision on student placement in kindergarten classrooms, teachers were asked to share their perceptions on how that decision impacted their ability to deliver instruction and follow the district scope and sequence, as well as how that decision impacts student academic achievement and social and emotional development. This qualitative study was designed to gather data from kindergarten teachers using focus group interviews and individual interviews of campus principals from two campuses within the same district. The following two ways in which kindergarten classrooms were created were explored: (a) by random assignment or (b) knowledge of students' academic and behavioral performance based on information relevant to their Pre-K experience. Campus principal participants reported that they each chose their method to provide equity in the classrooms and fairness amongst their teachers. Teacher participants reported that overall, they preferred to have as much information about incoming students as possible and to be a part of the process of placing students into classrooms for the following year. By examining these teachers' perspectives, the findings from this study may positively influence policy and practice for campus administrators as they decide how they will place students in kindergarten classrooms. Continued qualitative examination of student achievement could help determine if one method of placement positively impacts student achievement. Data collected from a larger sample within the district or expanded to compare between districts could help campus administrators make positive classroom placements for kindergarten students. Also, a quantitative study using a survey might provide a more expansive view of the impact of administrators' process of assigning kindergarten students to classrooms.</p>Teacher Perceptions of Innovative Learning Environments: Implications for Leaders2024-01-27T21:53:33-06:00https://digital.library.unt.edu/ark:/67531/metadc2257716/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257716/"><img alt="Teacher Perceptions of Innovative Learning Environments: Implications for Leaders" title="Teacher Perceptions of Innovative Learning Environments: Implications for Leaders" src="https://digital.library.unt.edu/ark:/67531/metadc2257716/small/"/></a></p><p>Innovative Learning Environments are increasingly built and implemented in schools, but are not necessarily being used according to designers' intentions. The goal of this study was to examine teacher perceptions of the innovative learning spaces they were charged with using and to determine if they were being used effectively and as designed. The research was guided by three basic questions: what were the teachers' perceptions of these spaces, was the teacher pedagogy need to change to accommodate the space, and did the teacher feel support by campus leadership. The fourth research question centered around the goals and vision of the design team that created the innovative learning space. The crux of the issue was that the districts vision for the space came to fruition once the teachers were in the actual space with the students. This qualitative study interviewed seven teachers in the educational setting and separately interviewed the design team. The results indicated that some of the teachers were unaware of the definition of an innovative space and believed that they were utilizing the space in ways that met the designs of the campus leadership. Furthermore, teachers felt the new designs caused a classroom management issue as well as safety and security concerns. The design team felt that teachers needed more training on how to use the innovative spaces and that they were not being used as intended. To inform future school and district policies as well as educational leadership practices, more work is needed around what types of training might be more effective in helping teachers make a pedagogical change if assigned to an innovative learning environment.</p>The Impact of Leadership on School Culture and Teacher Retention2024-01-27T21:45:58-06:00https://digital.library.unt.edu/ark:/67531/metadc2257709/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257709/"><img alt="The Impact of Leadership on School Culture and Teacher Retention" title="The Impact of Leadership on School Culture and Teacher Retention" src="https://digital.library.unt.edu/ark:/67531/metadc2257709/small/"/></a></p><p>To determine the impact that school leaders have on school culture and teacher retention, a sequential explanatory mixed methods approach was used to study schools in a district feeder pattern in in a large, suburban district in Texas with a student population of approximately 25,000. In Phase 1, teachers at one elementary, one middle, and one high school were asked to complete a 26-question Likert scale survey about school culture. The last statement in the survey asked participants if they were willing to participate in a focus group about school culture and teacher retention. In Phase 2, focus group interviews were conducted with volunteer participants who took the survey and stated they would be interested in participating in a focus group. Three focus groups were held to divide the participants by grade level grouping taught: elementary, middle, and high school. Focus group participants stated that they believe school leaders play a vital role in creating the culture of the school and in teachers' desire to remain not only teaching at their school, but also remaining in the field of education. The survey data supported these findings. By examining teachers' perspectives, the findings of the study may positively inform and influence district hiring practices, develop leadership profiles and behaviors, and provide school leaders with ways to recruit and retain teachers. Further research could include a case study at one specific school or expanding the sample size and including more schools or studying a variety of districts to find additional ways to build school culture and retain teachers.</p>Teacher Preparation Programs: A Critical View2024-01-27T21:36:43-06:00https://digital.library.unt.edu/ark:/67531/metadc2257700/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257700/"><img alt="Teacher Preparation Programs: A Critical View" title="Teacher Preparation Programs: A Critical View" src="https://digital.library.unt.edu/ark:/67531/metadc2257700/small/"/></a></p><p>Individuals who desire to pursue the teaching profession have two primary paths for preparation: either completing a traditional college-based program or an alternative program. A generic qualitative inquiry methodology was used to explore the perspective of novice teacher participants on how prepared they felt based on the preparation program they participated in. Data gathering was accomplished through a novice teacher survey and seven one-on-one semi-structured interviews. The data from the novice teacher survey revealed that college-based preparation participants felt sufficiently prepared 33% of the time, while the alternative preparation participants felt adequately prepared 59% of the time. College-based preparation participants in the semi-structured interviews reported that observing veteran teachers was invaluable in preparing for the first year of teaching. The alternative certification program participants revealed that teaching was significantly more demanding and that teachers face challenges beyond delivering effective lessons. The alternative preparation program offered an extensive library of lessons and learning modules; however, there was little to no guidance on selecting which lessons and learning modules to review. Participants indicated that improvement in the support provided to the novice teacher during the first year is vital when transitioning from theory to practice. Continued examination of teacher preparation programs is imperative for improving the novice teacher experience. As the teacher preparation process continues to evolve, leaders must look no further than current novice teachers to determine where to improve.</p>California Public Schools and Employees' Negligence of Supervision on School Property2024-01-27T21:28:36-06:00https://digital.library.unt.edu/ark:/67531/metadc2257546/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257546/"><img alt="California Public Schools and Employees' Negligence of Supervision on School Property" title="California Public Schools and Employees' Negligence of Supervision on School Property" src="https://digital.library.unt.edu/ark:/67531/metadc2257546/small/"/></a></p><p>We live in a culture where school systems are accused of being negligent or at fault for any undesired outcome. This can leave school districts and their employees anxious about potential consequences, regardless if the negligent claim is warranted or not. Therefore, there is a need for all educators to understand their responsibilities to provide a safe learning environment, and this may look different from state to state across the United States. The purpose of this study was to analyze how California state courts have interpreted the concept of sovereign immunity and tort claims filed against California public-school districts and their public-school employees related to negligence of supervision on school grounds. This legal research case study design was guided by the following research question: what are the exceptions to sovereign immunity regarding negligence related to the supervision of students as required by California statute? This study analyzed twelve various cases of California public-school districts and employees involving negligence in supervision claims on school grounds after the 1963 California Tort Claims Act was enacted. Based on the issue, rule, application, and conclusion of the twelve cases, eight were ruled in favor of the plaintiff or appellant, and four cases had final court decisions in favor of the defendant or district being sued. Recommendations for further research are to replicate this study to determine how other states interpret negligence of supervision on school property for comparative purposes. Secondly, the research could be expanded to examine the supervision of students while off school premises.</p>Leadership Practices and Processes that Close Opportunity Gaps for Socioeconomically Disadvantaged and Minoritized Students: A Case Study of a High-Needs Title 1 Elementary School2024-01-27T21:28:11-06:00https://digital.library.unt.edu/ark:/67531/metadc2257518/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257518/"><img alt="Leadership Practices and Processes that Close Opportunity Gaps for Socioeconomically Disadvantaged and Minoritized Students: A Case Study of a High-Needs Title 1 Elementary School" title="Leadership Practices and Processes that Close Opportunity Gaps for Socioeconomically Disadvantaged and Minoritized Students: A Case Study of a High-Needs Title 1 Elementary School" src="https://digital.library.unt.edu/ark:/67531/metadc2257518/small/"/></a></p><p>The purpose of this qualitative, single case study was to identify leadership practices and processes that contributed to the success of a single High Needs, Title 1 elementary school that has experienced acknowledged superior academic success, particularly for its minoritized and low socioeconomically disadvantaged students, as indicated by the school's success on the State of Texas Assessment of Academic Readiness (STAAR) tests. The study sought to explore the principal's and teachers' conception of leadership for success and to examine what effective practices and processes were employed at a high-needs, high-performing campus that accounted for its success. The study applied the culturally responsive school leadership (CRSL) framework to analyze the practices employed at the school. Results of the study, from interviews with the principal and a focus group of three teachers, indicated that not only did they apply the principles of the CRSL framework, which employed the critical self awareness, culturally responsive curricula and teacher preparation in a culturally responsive and inclusive school environment which engaged parents and students in community contexts, but they also enhanced their effectiveness through the provision of additional resources for teachers and students, with a heavy reliance on data to guide academic decisions.</p>The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders2024-01-27T21:20:25-06:00https://digital.library.unt.edu/ark:/67531/metadc2257304/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257304/"><img alt="The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders" title="The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders" src="https://digital.library.unt.edu/ark:/67531/metadc2257304/small/"/></a></p><p>The ever-changing role of public-school principals is complex and overwhelming. Because instructional leadership impacts teaching practices and student achievement, this important principal role should be cultivated with principals having sufficient time to engage as instructional leaders. A generic qualitative inquiry methodology was used to explore how the size of an administrative team impacts principals' instructional leadership self-efficacy. Exploration was achieved through 10 one-on-one, semi-structured interviews and one focus group interview. The data suggest that team size does impact an administrator's ability to serve as an instructional leader. Participants reported that larger teams provided more time for working with individual teachers and collaborative teams. Although interviewed administrators did not always abandon instructional leadership when there was insufficient time, they did often sacrifice personal time to fit it in. Administrators did not believe that they had enough time to be instructional leaders, regardless of the team size, but they shared that there was more time to develop their instructional leadership principal self-efficacy when working on larger teams. Larger teams also provided administrators with greater diversity of perspectives and experiences, which they said cultivated their self-efficacy. Consequently, an opportunity exists for district administrators to consider the specific needs of each campus, the exhaustive list of duties given to campus administrators, and the importance of instructional leadership when making staffing decisions about the number of administrators allotted to each campus.</p>An Analysis of Litigation against North Carolina Educators and School Districts under the North Carolina Tort Claims Act2024-01-27T21:13:46-06:00https://digital.library.unt.edu/ark:/67531/metadc2257002/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257002/"><img alt="An Analysis of Litigation against North Carolina Educators and School Districts under the North Carolina Tort Claims Act" title="An Analysis of Litigation against North Carolina Educators and School Districts under the North Carolina Tort Claims Act" src="https://digital.library.unt.edu/ark:/67531/metadc2257002/small/"/></a></p><p>This dissertation discussed the impact of the North Carolina Tort Claims Act and the history of governmental immunity that has protected school districts and school employees in North Carolina. The research question addressed was: how have North Carolina state courts interpreted the North Carolina Tort Claims Act in litigation against North Carolina school districts and their employees?
The North Carolina Tort Claims Act provided citizens with a vehicle to sue local governmental agencies and their employees, such as school employees. The act also provided immunity for schools, especially for excessive damages in the case of negligence by an employee. The study examined how state courts have responded to different plaintiffs since the passage of the North Carolina Tort Claims Act in 1951. The decisions in the cases analyzed have been mostly favorable to schools, which has strengthened immunity for school employees. There were four legal aspects addressed by the courts after the passage of the North Carolina Tort Claims Act either most frequently or were unique to the case law of North Carolina. Those legal aspects were tests of school districts' governmental immunity; contributory negligence on the part of the plaintiff; the official capacity of school employees in lawsuits; and the scope of the Industrial Commission in North Carolina to hear lawsuits. The case law analysis in this study explained the background of those legal aspects, and when school leaders and teachers were vulnerable to lawsuits due to negligence.</p>Exploring Principal Burnout2023-09-21T06:50:01-05:00https://digital.library.unt.edu/ark:/67531/metadc2179202/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2179202/"><img alt="Exploring Principal Burnout" title="Exploring Principal Burnout" src="https://digital.library.unt.edu/ark:/67531/metadc2179202/small/"/></a></p><p>Principal workloads and demands are steadily increasing while principal health and well-being are declining, resulting in increased rates of principal turnover. Currently, principals are experiencing numerous work-related stressors that are increasing burnout. In many cases, school leaders are sacrificing their families and health to lead their schools. As school success is linked with principal leadership, principal burnout and wellness demands further discussion and investigation. Yet, there is a limited body of research that examines the lived experiences of principals who experience burnout. Consequently, this researcher conducted a phenomenological qualitative study of 12 Texas K-12 elementary and secondary public school principals in central Texas. Findings pointed out that principals experience burnout in waves. While the COVID-19 pandemic greatly impacted the burnout principal experienced, political divisiveness and social media attacks intensified their burnout. Additional findings revealed that burnout can cause principals to question staying in their role and negatively affect the quality of their family relationships as well as their health. Principals coped with their burnout by being aware of their emotions, spending time doing things that brought happiness, exercising, and reverting back to their faith in God. Additionally, principals believed that having knowledgeable district leaders who are visible, trust their leadership, and offer real support could help to alleviate or mitigate principal burnout. Suggestions for ways that district leaders, principal preparation programs, and state education departments could reduce principal burnout and increase student, school, and distinct outcomes while supporting principal well-being are provided.</p>Queering Afrofuturism: Freedom Dreaming and Co-Constructing Black Queer Spaces in Teacher Preparation Programs2023-09-21T06:41:42-05:00https://digital.library.unt.edu/ark:/67531/metadc2178826/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2178826/"><img alt="Queering Afrofuturism: Freedom Dreaming and Co-Constructing Black Queer Spaces in Teacher Preparation Programs" title="Queering Afrofuturism: Freedom Dreaming and Co-Constructing Black Queer Spaces in Teacher Preparation Programs" src="https://digital.library.unt.edu/ark:/67531/metadc2178826/small/"/></a></p><p>Using queer and Afrofuturist frameworks, this Black feminist qualitative study explored queer Black pre-and in-service teachers' cultural and intersectional practices as they navigated traditional heteronormative educational spaces. This research study relied on counternarratives and storytelling and drew from Afrofuturism to understand the use of their lived experiences to counter monolithic queer narratives. The queer Black teachers in this study examined and negotiated how their Blackness and queerness showed up in teacher preparation programs (TPP) and K-12 classrooms. Moreover, they eventually refused to hide or censure their authentic selves. An analysis of the narratives and counternarratives showed that queer Black teachers drew from ancestral traditions to create queer Afrofuturist spaces in TPPs and educational places. Furthermore, due to their queer Black intersectional approaches, their classrooms, assignments, curriculum, and pedagogy disrupted normative teaching practices. Implications, recommendations, and future research are discussed.</p>Did Someone Ask? Lessons for Leaders when Recruiting and Enrolling Autistic Students into Dual Credit Classes2023-09-21T06:39:19-05:00https://digital.library.unt.edu/ark:/67531/metadc2178823/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2178823/"><img alt="Did Someone Ask? Lessons for Leaders when Recruiting and Enrolling Autistic Students into Dual Credit Classes" title="Did Someone Ask? Lessons for Leaders when Recruiting and Enrolling Autistic Students into Dual Credit Classes" src="https://digital.library.unt.edu/ark:/67531/metadc2178823/small/"/></a></p><p>As rates of autism diagnosis continue to rise, more autistic students are graduating high school, and seeking to pursue postsecondary education options. Dual credit coursework has proven to be advantageous for college enrollment, success, and completion rates. Autistic students, however, are not equally represented in these college-level courses. The purpose of this qualitative study was to review dual credit recruitment practices and experiences, as told from the perspective of autistic students who completed one or more dual credit courses. Relying on student voice and a disability studies perspective, the intent of this study was to inform school leaders on how to facilitate the recruitment and participation of autistic students in dual credit courses, reducing the impact of institutional ableism. Traditional informational sessions proved ineffective as a recruitment tool. While parents influenced students' decisions to enroll in dual credit classes, parents' previous college experience factored into how much support students received. Teachers had the most meaningful influence due to their personal relationships with the students. Students with early-identified advanced academic ability received more encouragement to enroll, suggesting staff training and recruitment intentionality are key components for increasing autistic students' enrollment in dual credit programs. The intense bullying that students experienced in their traditional secondary classes versus the more accepting dual credit postsecondary learning environment also influenced their decisions to enroll and remain in dual credit classes. Implications for future practice and recommendations for future research are provided.</p>Student Perceptions of Advanced Academic Coursework and Its Impact on College and Career Readiness2023-07-08T23:55:46-05:00https://digital.library.unt.edu/ark:/67531/metadc2137669/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137669/"><img alt="Student Perceptions of Advanced Academic Coursework and Its Impact on College and Career Readiness" title="Student Perceptions of Advanced Academic Coursework and Its Impact on College and Career Readiness" src="https://digital.library.unt.edu/ark:/67531/metadc2137669/small/"/></a></p><p>Although students have more opportunities than ever before to participate in advanced academic programs while in high school, it is unclear whether this has affected their ability to succeed in college. To determine what impact the students' experiences in Advanced Placement (AP) and dual credit coursework had on their level of college and career readiness (CCR), students were asked to recall what factors influenced their ability to succeed in postsecondary education and describe what information is most beneficial for students as they select their academic pathways. This phenomenological qualitative study gathered data from students that had recently graduated from two high schools in a rapidly growing, suburban school district. Participants in the study reported that the most common benefits from advanced academic programs included more challenging expectations and learning how to navigate the various logistics of postsecondary education. By examining these students' perspectives, the findings from this study may positively influence policy and practice by increasing the likelihood that students are adequately prepared for college and have the ability to succeed at the collegiate level. Continued examination of student experiences in postsecondary education is imperative for improving CCR and may provide more insight into what factors inhibit student success after they graduate. Data collected from a more inclusive sample of participants or perhaps longitudinal data following a cohort through the transition from high school to college could help ensure that educators are able to adequately prepare students for life beyond high school.</p>The Perceptions of School Leaders about Their Readiness to Lead Early Childhood High-Needs Schools2023-07-08T23:49:38-05:00https://digital.library.unt.edu/ark:/67531/metadc2137663/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137663/"><img alt="The Perceptions of School Leaders about Their Readiness to Lead Early Childhood High-Needs Schools" title="The Perceptions of School Leaders about Their Readiness to Lead Early Childhood High-Needs Schools" src="https://digital.library.unt.edu/ark:/67531/metadc2137663/small/"/></a></p><p>The problem identified for this study was that principals of elementary schools often do not have the appropriate preparedness and readiness required for meeting the needs of children and teachers in the primary grades. The purpose of this study was to examine the perception of early childhood campus leaders regarding how well-prepared they are to supervise a high-needs campus that consists of primary grades which include prekindergarten through third grade. Qualitative methodology of case study design with a phenomenological perspective was selected. A finding of this research study was principals' preparedness for supervising early childhood grade levels was because their prior work experience in early childhood. Also, supports for the principals are needed to impact how they supervise early childhood grades, but careful consideration of which supports are needed must be made. The final finding was principal actions when supervising early childhood classrooms are based on their opinion about quality rather than the district defined quality document. Recommendation for further research are to replicate this with a larger population and sample; conduct a quantitative study of the impact of early childhood leadership on student outcomes that would follow a cohort of students through elementary school; and conduct a qualitative case study of principal leadership preparation that includes a teacher focus group to determine if the leadership practices are impacting teacher practices.</p>Leadership Support for Teachers' Classroom Management and Student Behavior Professional Learning2023-07-08T23:32:38-05:00https://digital.library.unt.edu/ark:/67531/metadc2137638/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137638/"><img alt="Leadership Support for Teachers' Classroom Management and Student Behavior Professional Learning" title="Leadership Support for Teachers' Classroom Management and Student Behavior Professional Learning" src="https://digital.library.unt.edu/ark:/67531/metadc2137638/small/"/></a></p><p>Student behavior and classroom management are consistently identified as top reasons teachers leave the profession. A descriptive phenomenological study was conducted in a suburban school district in north Texas to identify how teachers perceive the deficits in their classroom management knowledge and to provide school leaders with data to guide plans for professional learning about effective classroom management strategies. Findings are based on both teachers' and principals' perceptions of supports that are needed or provided. Nine teachers (three elementary, three middle, and three high school) and six administrators (two elementary, two middle, and two high school) were interviewed using semi-structured interview protocols. Data were analyzed using seven a priori codes from which themes were developed. The findings showed that teachers generally do not feel well-prepared to address student behavior and classroom management. Emerged themes from both teacher and principal interviews identified deficits in professional learning received from their teacher preparation program, campus leaders, and district leaders. The top reasons why teachers struggled with student behavior and classroom management were: (a) application of learning, (b) deficits in support, (c) deficits in training, (d) physical and emotional toll, and (e) student deficits in social skill development. To help teachers feel better prepared to address student behavior and classroom management, they need: (a) to spend time with a first-and second-year teacher cohort, (b) be part of a campus with a growth mindset culture, (c) increased campus administrator support, (d) increased coaching support, (d) increased district administrator support, (e) revamped teacher preparation programs with relevant learning, and (f) differentiated, targeted professional learning.</p>Culturally Proficient Leadership: A Study in the Correlation of School Leaders' Perceived Levels of Cultural Proficiency and Discipline Rates of Black Students in 5A and 6A High Schools in North Texas2023-07-08T23:25:04-05:00https://digital.library.unt.edu/ark:/67531/metadc2137625/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137625/"><img alt="Culturally Proficient Leadership: A Study in the Correlation of School Leaders' Perceived Levels of Cultural Proficiency and Discipline Rates of Black Students in 5A and 6A High Schools in North Texas" title="Culturally Proficient Leadership: A Study in the Correlation of School Leaders' Perceived Levels of Cultural Proficiency and Discipline Rates of Black Students in 5A and 6A High Schools in North Texas" src="https://digital.library.unt.edu/ark:/67531/metadc2137625/small/"/></a></p><p>The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders responsible for assigning exclusionary discipline.</p>Socioeconomic Status Blocks as Indicators for Academic Achievement Pass Rates2023-07-08T23:22:10-05:00https://digital.library.unt.edu/ark:/67531/metadc2137623/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137623/"><img alt="Socioeconomic Status Blocks as Indicators for Academic Achievement Pass Rates" title="Socioeconomic Status Blocks as Indicators for Academic Achievement Pass Rates" src="https://digital.library.unt.edu/ark:/67531/metadc2137623/small/"/></a></p><p>The purpose of this study, through an analysis of the literature review of general scholars in the field of school poverty, equity, efficiency, and student achievement results, was to determine whether economic disparity had a direct statistical significance to student achievement gaps. Specifically, identification of the five socioeconomic tiers using the economic blocks, as defined by the Texas Education Agency, and their corresponding STAAR student achievement results were examined in a border city urban school setting were used to determine if educational achievement disparity existed and whether there was a statistical significance in performance to the identified socioeconomic tiers. Through an analysis of student achievement data of an urban school district, the study established null hypothesis and examined the difference in student achievement between the subsequent five economic tiers, as defined by the Texas Education Agency. Specifically, the study examined if there were differences in student achievement outcomes from each of the five socioeconomic tiers and the statistical significance between the socioeconomic tiers. Furthermore, a deeper analysis was sought to determine the most significant impact in learning loss was determined between economic tiers. The analysis sought to validate the State Compensatory Education funding model in a single district as established under House Bill 3.</p>The Effect of Formal Leadership Coaching Support on Principal Self-Efficacy2023-07-08T23:12:12-05:00https://digital.library.unt.edu/ark:/67531/metadc2137612/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137612/"><img alt="The Effect of Formal Leadership Coaching Support on Principal Self-Efficacy" title="The Effect of Formal Leadership Coaching Support on Principal Self-Efficacy" src="https://digital.library.unt.edu/ark:/67531/metadc2137612/small/"/></a></p><p>Principals today face greater job complexities and more diverse challenges than ever before because of decreases in resources, funding, and district support, along with increases in accountability expectations, student diversity, and unfunded federal and state mandates. Principals today are tasked with myriad responsibilities ranging from facilities management and fiscal and legal concerns to instructional leadership and stakeholder relationships. The purpose of this study is to examine the role of formal, structured leadership coaching and engage in further inquiry to determine the effect of leadership coaching on principal efficacy in a complex and challenging educational environment. This convergent parallel mixed-method research approach is meant to determine if elementary principals' participation in formal leadership coaching programs increases their level of efficacy, as well as how different districts structure and implement these programs for the benefit of their administrators.</p>Consideration of Dynamic Assessment to Identify Gifted, Emerging Bilingual Latinx Students: Lessons for School Leaders2023-07-08T22:58:17-05:00https://digital.library.unt.edu/ark:/67531/metadc2137598/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137598/"><img alt="Consideration of Dynamic Assessment to Identify Gifted, Emerging Bilingual Latinx Students: Lessons for School Leaders" title="Consideration of Dynamic Assessment to Identify Gifted, Emerging Bilingual Latinx Students: Lessons for School Leaders" src="https://digital.library.unt.edu/ark:/67531/metadc2137598/small/"/></a></p><p>Little, if any, research exists that provides guidance for educators on the use of a dynamic assessment as a tool for better identifying Latinx students for gifted programs. The purpose of this qualitative case study was to explore the perceptions of campus principals and elementary teachers as dynamic assessment was being considered as part of the gifted and talented identification protocol. Data were collected through teacher and principal interviews and focus groups, along with an analysis of current practices and protocols within the studied district. The findings revealed several key themes that emerged from educator perspectives on the ability of emergent bilingual students to be placed in gifted programs and how dynamic assessment could or could not play a part in the assessment process. The study provides support and context for future research about dynamic assessment as applied to gifted and talented identification of Latinx students, including (a) the development of a dynamic assessment, (b) the implementation of a dynamic assessment with presentation of data that supports or do not support its use, (c) training to support the implementation of a dynamic assessment, (d) the human capital and time associated with implementing a dynamic assessment, and (e) educator mindset associated with the implementation of a dynamic assessment for students who do not speak English in the home.</p>English and Reading Teachers' Pedagogical Successes and Challenges during the COVID-19 Pandemic2023-07-08T22:54:21-05:00https://digital.library.unt.edu/ark:/67531/metadc2137594/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137594/"><img alt="English and Reading Teachers' Pedagogical Successes and Challenges during the COVID-19 Pandemic" title="English and Reading Teachers' Pedagogical Successes and Challenges during the COVID-19 Pandemic" src="https://digital.library.unt.edu/ark:/67531/metadc2137594/small/"/></a></p><p>This qualitative descriptive case study examines the pedagogical teaching and instructional practices of fifth, sixth and eighth grade Texas public school English/reading teachers. This study shares the description of each teachers' English and Reading pedagogy, instructional practices, and their successes and/or challenges prior to and during the pandemic. The participants of the study were from two different school districts in Texas. The study utilized surveys and semi-structured interviews as sources of data that revealed reading pedagogy and a self-assessment of reading pedagogy practices prior to and during the COVID-19 pandemic. Three conclusive themes emerged after analysis of the data: importance of social emotional wellness of students, teaching and learning became a one size fits all approach, and varied levels of student engagement. Recommendations from this study for educational practitioners include a need to value the importance of the teacher-student relationship and the powerful role it plays in each student's emotional wellness and learning. Practitioners will need to reflect on what the COVID-19 pandemic taught the educational system about digital platforms and learning. Practitioners in the field should consider how the lingering effects of the COVID-19 pandemic will impact instructional design, teaching, content pedagogy, student academic gaps and academic progress or lack thereof for years to come. Implications for future research include more descriptive reading pedagogy studies that replicate this study and are inclusive of a larger sampling population of teachers, inclusive of students' and parents' experiences throughout more districts in the state of Texas post the COVID-19 pandemic.</p>Supporting and Retaining Beginning Teachers during COVID-192023-07-08T22:51:12-05:00https://digital.library.unt.edu/ark:/67531/metadc2137590/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137590/"><img alt="Supporting and Retaining Beginning Teachers during COVID-19" title="Supporting and Retaining Beginning Teachers during COVID-19" src="https://digital.library.unt.edu/ark:/67531/metadc2137590/small/"/></a></p><p>This explanatory sequential mixed methods study was designed to determine, from the perspective of beginning teachers, the extent to which the COVID-19 pandemic affected their intentions to remain in teaching. There were two additional goals in conducting the study: (a) to determine the key practices, supports, or events that played a role in impacting teachers' intentions to remain in teaching during a crisis; and (b) to determine the key practices, supports, or events teachers believe the district or school could do that might further impact their intention to remain in teaching during a crisis. In Phase 1, a survey was administered to teachers who began employment in the studied district in academic years 2018, 2019, 2020, and 2021. In Phase 2, a semi-structured focus group interview was conducted with volunteer participants who had taken the survey to develop a deeper understanding of the patterns observed from the survey responses. While this study was designed to determine the impact of the COVID-19 pandemic on teachers' intentions to remain in teaching, a statistically significant result was not identified. This study identified practices, supports, and events that impacted beginning teacher retention, focusing on what was effective, ineffective, and could have been added to increase effectiveness. Beginning teachers self-identified that mentorship within their subject and grade level, salary and benefit increases, and supportive cultures were helpful in retention. In contrast, strategies deemed ineffective included a lack of preparation for the challenges that they faced and impractical professional development. Beginning teachers explained that retention might have been increased if school leaders allowed greater opportunities for networking, as well as a greater focus on training teachers in technology and software systems for classroom use.</p>Professional Learning Communities and the Supportive Conditions for Improved Teacher Instructional Practices2023-07-08T22:44:56-05:00https://digital.library.unt.edu/ark:/67531/metadc2137583/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137583/"><img alt="Professional Learning Communities and the Supportive Conditions for Improved Teacher Instructional Practices" title="Professional Learning Communities and the Supportive Conditions for Improved Teacher Instructional Practices" src="https://digital.library.unt.edu/ark:/67531/metadc2137583/small/"/></a></p><p>The purpose of the study was to examine and evaluate the extent to which the supportive conditions (collaboration, teacher efficacy, shared leadership, and trust) were present in the district's current professional learning communities (PLCs) model, and whether teachers perceived the supportive conditions to be related to improving their instructional practices. This mixed-methods study used Pearson correlation coefficient, multiple regression, and focus group interviews to concurrently triangulate data to answer the research questions. The sample from this study was identified from 600 middle school teachers. Survey participants included 139 teachers and each of the four focus group interviews contained 6 teachers for a total of 24 teachers. Of the four supporting conditions analyzed, trust generated the highest mean (M = 3.41). Results from this study indicate that the supportive conditions for PLCs have a strong correlation (0.10) with the studied district's current PLC model and each specific supporting condition elicits a targeted aspect of professional learning that has a significant impact on teacher instructional practices. Recommendations for future studies include the expansion of this study to include elementary and high school participants and to extend this study to a larger scope of interested districts seeking to improve their PLC structures for improved teacher instructional practices. Expanding this research could build upon the current body of literature as it relates to PLCs, professional learning, and student achievement.</p>What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics2023-07-08T22:44:50-05:00https://digital.library.unt.edu/ark:/67531/metadc2137582/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137582/"><img alt="What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics" title="What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics" src="https://digital.library.unt.edu/ark:/67531/metadc2137582/small/"/></a></p><p>This study looked at the relationship between teacher turnover and student achievement, in addition to the relationship between specific student demographic characteristics and teacher turnover. Within this study, student demographic, staff demographic, and student achievement data from several middle schools within the studied district, as well as data from each of the school's comparison groups, as designated by the Texas Education Agency, was analyzed. The data used was from the 2018-2019, 2020-2021, and 2021-2022 school years. First, this study looked at specific student demographic characteristics and their relationship with teacher turnover, including race, mobility, and socioeconomic status. This analysis determined if there were specific variables that impacted the rate of turnover. Results determined that the most consistent relationship revealed in the data involves the total number of students on a campus. As the number of students increased, the turnover rate decreased. Additionally, there was a slight negative correlation between the number of African American students and rates of teacher turnover for two of the three years studied. The second part of the study determined if the campus turnover rate had any relationship with the student achievement scores. The student achievement data that was used was the overall campus math score at the approaches level on the Mathematics State of Texas Assessment of Academic Readiness (STAAR). The results of the analysis revealed that there was a relationship between teacher turnover and student achievement, although it was a very weak relationship for each of the 3 years studied. Additionally, the analysis determined that campuses with teachers who have more years' experience had higher overall campus math scores after the COVID-19 pandemic.</p>A Leadership Framework to Raise Teacher Engagement2023-07-08T22:40:16-05:00https://digital.library.unt.edu/ark:/67531/metadc2137579/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137579/"><img alt="A Leadership Framework to Raise Teacher Engagement" title="A Leadership Framework to Raise Teacher Engagement" src="https://digital.library.unt.edu/ark:/67531/metadc2137579/small/"/></a></p><p>The purpose of this study was to determine which principal leadership behaviors are associated with higher levels of teacher engagement. The conceptual framework guiding this study was based on the behaviors associated with four specific leadership styles: transformational, shared, instructional, and transactional. This study used descriptive and inferential statistics to identify teacher perceptions of prominent leadership behaviors of each campus principal. Data related to teacher perceptions of their principal's leadership behaviors was gathered through use of a Qualtrics online survey. The distributed survey was adapted from three published surveys: MultiFactor Leadership Questionnaire (MLQ), Principal Instructional Management Rating Scale (PIMRS) and Shared Leadership Questionnaire (SLQ). Engagement scores were identified through use of the district's annual Gallup Q12 Engagement Survey. The sample for this study was identified from 2,000 teachers working at one of 38 campuses in the district. The number of teachers who participated in the survey regarding their campus was 540, and 20 of the 38 campuses had a minimum of 10 participants. Upon identification of leadership behaviors, a campus profile was developed to compare their campus engagement scores to answer the research questions. Based upon each campus profile, trends were identified to determine high yield leadership behaviors for raising teacher engagement. Participants reported the most prominent leadership behavior as their leader's sharing leadership by establishing at least one informal leader on each team with the highest mean (M = 4.54). Transformational leadership behaviors accounted for three of the highest mean scores regarding principal behaviors, with one of the top five behaviors representing instructional leadership style. Four of the five principal behaviors with the lowest overall mean were associated with transactional leadership, with one of the lowest means representing instructional leadership.</p>The Impact of Culturally Relevant Pedagogy and Social and Emotional Learning Programs on Black Students2023-07-08T22:29:17-05:00https://digital.library.unt.edu/ark:/67531/metadc2137569/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137569/"><img alt="The Impact of Culturally Relevant Pedagogy and Social and Emotional Learning Programs on Black Students" title="The Impact of Culturally Relevant Pedagogy and Social and Emotional Learning Programs on Black Students" src="https://digital.library.unt.edu/ark:/67531/metadc2137569/small/"/></a></p><p>The study of culturally relevant pedagogy (CRP) within a social and emotional learning (SEL) program is timely as it supports the increasing body of literature on narrowing the educational gaps prevalent among Black students. Current research is lacking regarding if and how educators utilize CRP to support the learning of SEL competencies with Black students. For this study, the tenets of cultural relevance, SEL competencies, and the leadership practices of one urban district seeking to increase its overall accountability rating as deemed by the state of Texas were examined. The purpose of this study was to determine the adequacy of the district's response to the needs of Black students in terms of cultural relevance when selecting a SEL program and developing a support plan for the program's implementation at the campus level. A secondary purpose was to examine the extent to which the district embedded CRP practices into their adopted SEL program. A qualitative exploratory research design and case study research approach were utilized. Documents related to the SEL program chosen by the district were analyzed. In addition, semi-structured interviews with district leaders and a focus group with campus administrators were conducted. It was found that there were no direct actions by the district toward ensuring that district's SEL program was culturally relevant nor was there support provided to ensure that SEL was implemented in a way that would be meaningful to Black students. Implications for future practice, recommendations for future research, and a researcher reflection serve as the conclusion.</p>The Impact of Reading Intervention on Student Achievement in Mathematics2023-07-08T22:03:25-05:00https://digital.library.unt.edu/ark:/67531/metadc2137538/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137538/"><img alt="The Impact of Reading Intervention on Student Achievement in Mathematics" title="The Impact of Reading Intervention on Student Achievement in Mathematics" src="https://digital.library.unt.edu/ark:/67531/metadc2137538/small/"/></a></p><p>With high stakes testing in public schools, pressure for success prompts schools to implement intervention programs for reading and mathematics, often at the expense of extra-curricular and elective activities. Previous literature indicated a correlation between reading comprehension and mathematical understanding. This study examined the specific intervention programs being utilized by two rural Texas school districts and the impact these programs had on student mathematic scores as measured by the State of Texas Assessment of Academic Readiness (STAAR). STAAR scores and student Response to Intervention (RtI) status were collected and identified over a five-year period for students Grades 3-7. Difference in scores for RtI and non-RtI and growth over time were examined using independent sample t-tests and one-way ANOVAs, respectively. Contrary to previous research, no significant impact was found on student math scores as a result of the reading enrichment programs utilized by the districts in the study. Results suggest current reading enrichment programs may not be the most effective for closing the achievement gap in mathematics and emphasized a need for further research to identify specific reading enrichment programs that could impact both reading and mathematics scores to increase both efficacy and efficiency of district intervention programs.</p>The Audacity of Authenticity: Personal and Professional Identity Negotiation in Queer Preservice Teachers2023-02-09T17:47:05-06:00https://digital.library.unt.edu/ark:/67531/metadc2048700/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048700/"><img alt="The Audacity of Authenticity: Personal and Professional Identity Negotiation in Queer Preservice Teachers" title="The Audacity of Authenticity: Personal and Professional Identity Negotiation in Queer Preservice Teachers" src="https://digital.library.unt.edu/ark:/67531/metadc2048700/small/"/></a></p><p>The purpose of this study was to examine the intersection of preservice teachers' personal identities as queer individuals with their emerging professional identities as educators. Political and social environments contribute to a separation of these identities, which can further the marginalization of these individuals to the detriment of both their identities as people as well as their professional practice. Guided by a theoretical framework of figured worlds, interviews with students in teacher education programs that identify as queer explore the ways in which unique confluences of contextualizing factors play a role in the lived experiences of these individuals. The study additionally examined the nature of teacher education programs as experienced by these participants in order to discuss the ways in which these programs serve to challenge or reinforce the heteronormativity pervasive in educational spaces.</p>Bilingual Educators' Practices for Supporting Hispanic Bilingual Students' Success in School2023-02-09T17:47:00-06:00https://digital.library.unt.edu/ark:/67531/metadc2048699/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048699/"><img alt="Bilingual Educators' Practices for Supporting Hispanic Bilingual Students' Success in School" title="Bilingual Educators' Practices for Supporting Hispanic Bilingual Students' Success in School" src="https://digital.library.unt.edu/ark:/67531/metadc2048699/small/"/></a></p><p>This narrative inquiry study sought the voices of bilingual teachers through their lived experiences in relation to the success of Hispanic emergent bilinguals in schools. Two research questions guided the study: (1) What practices do bilingual educators consider important in helping Hispanic emergent bilingual students succeed in schools? and (2) How do bilingual teachers negotiate the curriculum and school structures to support Hispanic bilingual students' success in their classrooms? Two theoretical frameworks were used. Constructivism provided the structure for honoring the lived experiences of these teachers and culturally relevant pedagogy provided the lenses of culture, funds of knowledge, and deep sociolinguistic awareness. The use of narrative inquiry as a methodology affirmed the bilingual teachers' voices as important and authoritative sources of knowledge. Semi-structured interviews and classroom observations allowed the participants to engage as storytellers about their history and experiences that contributed to answering the questions. Three resonant reverberations emerged from the analysis: (a) the emerging rhythms of the classroom; (b) the realms of instructional and learning design; and (c) the orientation towards a culturally relevant pedagogy. These major findings revealed that teachers were student-oriented while also being content-oriented. They designed a positive learning environment by tapping into their students' funds of knowledge and being culturally responsive, which supported their students in becoming self-directed learners. The teachers had a deep sociolinguistic knowledge that determined the instructional strategies used in their classrooms and propelled them to collaborate with others and advocate for strong bilingual programs.</p>Strategies Effective Turnaround Principals Use to Improve School Performance Ratings Under the Texas A-F Accountability System2023-02-09T17:44:42-06:00https://digital.library.unt.edu/ark:/67531/metadc2048695/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048695/"><img alt="Strategies Effective Turnaround Principals Use to Improve School Performance Ratings Under the Texas A-F Accountability System" title="Strategies Effective Turnaround Principals Use to Improve School Performance Ratings Under the Texas A-F Accountability System" src="https://digital.library.unt.edu/ark:/67531/metadc2048695/small/"/></a></p><p>School accountability has been a focus for state and federal legislators for over 50 years. In 2017, Texas passed House Bill 22 to align their accountability system with the Every Student Succeeds Act of 2015. This piece of legislation gives every Texas public school a letter grade based on state assessment scores, attendance, and other factors. Schools that received a D or F, or schools that need to improve the scores of certain subpopulations, were identified as in need of targeted support. Further, these schools needed to make immediate changes to improve their state assessment scores and improve their letter grade. This exploratory phenomenological qualitative study explored how six school principals leading schools in need of targeted support made changes to their school's culture and expectations to improve student achievement scores. Data were drawn from six individual school principal interviews and were analyzed using a combination of inductive and deductive coding. Thirteen themes emerged from the data analysis: principal self-efficacy, shared mission and vision, hiring practices, collegial relationships, parents and community support, teacher capacity and efficacy, professional learning communities, expectations of teachers, mentoring and onboarding, campus-level support, parent support, student behavior, and teacher motivation and support. The findings from this study can inform district and campus leaders of the behaviors and practices utilized by campus principals to make rapid and dramatic changes in their schools to improve educational conditions for their students.</p>Community Participation for the Improvement of Educational System in Pakistan2023-02-09T17:34:23-06:00https://digital.library.unt.edu/ark:/67531/metadc2048677/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048677/"><img alt="Community Participation for the Improvement of Educational System in Pakistan" title="Community Participation for the Improvement of Educational System in Pakistan" src="https://digital.library.unt.edu/ark:/67531/metadc2048677/small/"/></a></p><p>The purpose of this study was to investigate the current state of community participation in Pakistani schools in the capitol city of Pakistan. All national education policies developed by the government of Pakistan stress the need for community participation in the schools. School leaders are mandated to develop strategies to involve parents and community members in schools. This research focused on a single case with multiple subunits geographically situated in Islamabad, Pakistan. In the current study, participants were educational leaders at the central office, campus principals, and representatives of parents and community members in the school and college management committees. Qualitative data included one-to-one interviews, focus groups, and collection of available documents related to community participation in Pakistani schools. Findings of the study revealed four goals and outcomes of the community participation in Pakistani schools. These goals are financial support to the schools, advocacy for schools, academic support and feedback, and support in administration. Major challenges faced by community members and parents during participation in schools include lack of information and awareness, role ambiguity and lack of training, financial constraint and unwelcoming behavior of school and central office administration. Data revealed that educational leadership behaviors which impact community engagement include sociability, trustworthiness, democratic behavior in decision making, and motivational strategies adopted by school leaders. In summary, government, community members, parents and educational leaders are highly intended to work collaboratively for the improvement of education, but a gap is found between intentions and practice in Pakistani educational system.</p>Including Special Education Teachers in High Functioning Professional Learning Communities: Implications for School Leaders2023-02-09T17:24:45-06:00https://digital.library.unt.edu/ark:/67531/metadc2048662/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048662/"><img alt="Including Special Education Teachers in High Functioning Professional Learning Communities: Implications for School Leaders" title="Including Special Education Teachers in High Functioning Professional Learning Communities: Implications for School Leaders" src="https://digital.library.unt.edu/ark:/67531/metadc2048662/small/"/></a></p><p>Public education in America became a target of reform since the passage of Brown v. Board of Education of Topeka. Some reforms come from court cases, some from presidents wanting to enact change, and others from political events from as far away as Russia. Yet, one concept remains the same: the improvement of educators is needed for supporting student growth and achievement. Getting both special education and general education teachers together to work collaboratively is critical to the growth of teachers and students. A gap in education research exists in the area of including special education teachers in high functioning profession learning communities (PLCs). The purpose of this study was to examine the impact that special education teachers have on students and other teachers when special education teachers are included in content-area PLCs. Using a mixed method case study design, quantitative data from an electronic survey and qualitative data from face-to-face interviews and PLC documents were collected and analyzed to answer two research questions. The survey findings revealed that the studied district operates high functioning PLC teams. One-on-one, semi-structured interviews and PLC document analysis showed that special education teachers were included on a regular basis in PLCs in three of the four campuses. Three themes emerged from the study: (a) a teacher's function in a PLC is tied to the teacher's role, (b) teamwork, and (c) integration. Integration is the inclusion of special education teachers in PLCs. The findings may present school leaders with action steps to improve the inclusion of special education teachers in PLCs and implement staff development about how PLC teams should function.</p>Secondary Programming for Students with Moderate to Severe Disabilities in Relation to Postsecondary Needs2023-02-09T16:56:25-06:00https://digital.library.unt.edu/ark:/67531/metadc2048616/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048616/"><img alt="Secondary Programming for Students with Moderate to Severe Disabilities in Relation to Postsecondary Needs" title="Secondary Programming for Students with Moderate to Severe Disabilities in Relation to Postsecondary Needs" src="https://digital.library.unt.edu/ark:/67531/metadc2048616/small/"/></a></p><p>For students with moderate to severe disabilities, their secondary education, specific to Grades 9 through 12, greatly impacts postsecondary outcomes. Key components of secondary education for this learner population include classroom structures and alternative curricula implementation. The purpose of this qualitative study was to examine selected secondary programs to determine whether classroom structures and alternative curricula were meeting the postsecondary needs of students with moderate to severe disabilities. One school district was selected for participation in this study. One document, the selected district's special education operating procedures, was used in the document analysis portion of this study. Six parents of students with moderate to severe disabilities and six special education district-level administrators were selected as interview participants. Findings revealed that current secondary programs were not consistently meeting postsecondary needs for students with moderate to severe disabilities. Findings also showed inconsistences with classroom structures and alternative curriculum implementation that would facilitate postsecondary readiness. A need for additional staff training and parent preparation for the transition into postsecondary life with their adult child was discovered. A notable finding was that teacher characteristics played a role in promoting postsecondary success. In summary, all participants had pure intentions to produce desirable postsecondary outcomes for students with moderate to severe disabilities, but a gap was identified between intentions and implementation that impacted the likelihood of desirable postsecondary outcomes.</p>Pre-Service Elementary Teachers' Core Science Teaching Practices to Develop Scientific Literacy: A Disciplinary Literacy Framework Analysis2023-02-09T16:48:36-06:00https://digital.library.unt.edu/ark:/67531/metadc2048596/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048596/"><img alt="Pre-Service Elementary Teachers' Core Science Teaching Practices to Develop Scientific Literacy: A Disciplinary Literacy Framework Analysis" title="Pre-Service Elementary Teachers' Core Science Teaching Practices to Develop Scientific Literacy: A Disciplinary Literacy Framework Analysis" src="https://digital.library.unt.edu/ark:/67531/metadc2048596/small/"/></a></p><p>Every citizen has the right to be equipped with scientific literacy to understand and make informed decisions within the discipline of science. Educators can utilize core science teaching practices (CSTPs) to develop scientific literacy. In response, this study identified the CSTPs utilized by preservice elementary teachers (PSETs) to develop scientific literacy during their spring 2022 student teaching semester. Furthermore, this study identified contextual constructs that led to the utilization of the CSTPs to develop scientific literacy. The study used a qualitative exploratory case study using semi-structured interviews as the primary data. Surveys and artifacts were used as supporting secondary data. The identification of CSTPs and their contextual constructs were conducted using inductive content analysis. Afterward, the identified CSTPs and their contextual constructs were deconstructed, interpreted, and synthesized through the critical theoretical framework of disciplinary literacy. Relationships, time, school structure, and community were contextual constructs that enabled and disabled PSETs' utilization of CSTPs to develop scientific literacy. The contextual constructs are represented using the Framework to Develop Scientific Literacy (FDSL). The FDSL contain contextual constructs that enabled PSETs to utilize CSTPs through the sharing of power between the PSET and their cooperating teacher, school district, community, or teacher education programs. In contrast, contextual constructs that disabled PSETs include denying of power that negatively impacted the utilization of CSTPs to develop scientific literacy. The findings of the study call for teacher education programs to include contextual constructs as elements that impact PSETs' student teaching experiences to navigate power dynamics in authentic school settings. By identifying and using constructs as represented in the FDSL, teacher education programs can support PSETs' utilization of CSTPs to develop scientific literacy. In addition, this study calls for a reframing of power relationships between teacher education programs and their partnering school districts. By revealing the complex contextual nature of the PSETs' student teaching experiences, this study seeks to initiate discussion on how teacher education programs can support the practice of PSETs as they educate the next generation of scientifically literate citizens.</p>More Than Just a Test Score: Designing and Implementing a Community-Based Accountability System in One Texas School District2022-09-03T11:08:42-05:00https://digital.library.unt.edu/ark:/67531/metadc1986813/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1986813/"><img alt="More Than Just a Test Score: Designing and Implementing a Community-Based Accountability System in One Texas School District" title="More Than Just a Test Score: Designing and Implementing a Community-Based Accountability System in One Texas School District" src="https://digital.library.unt.edu/ark:/67531/metadc1986813/small/"/></a></p><p>Since at least the 1960s, federal and state policymakers have debated how best to hold public schools accountable for producing graduates who are prepared to fully participate in our democratic society. Since that time, reform efforts have led to Texas' current test-based A-F accountability system. This qualitative case study explored how one Texas school district worked to design and implement an alternative accountability system. A community-based accountability system (CBAS) is created in collaboration with local stakeholders and uses locally developed goals and multiple achievement measures to report student and school performance. A zone of mediation theoretical framework was used to evaluate how the studied district assessed and addressed the community's norms, values, priorities, and goals for public schools. Data were drawn from an analysis of relevant documents, five individual district leader interviews, and a parent and/or community member focus group. These data were analyzed using a combination of a priori and in vivo coding. The six themes that emerged from this analysis were: (a) dissatisfaction with A-F accountability, (b) developing an alternative accountability, (c) collaboration with like-minded districts and leaders, (d) engagement with internal stakeholders; (e) engagement with external stakeholders, and (f) assessing community values and goals for public education. The findings can be viewed as an exemplar for school leaders interested in designing and implementing a CBAS that falls within their community's unique zone of mediation.</p>Students' and Teachers' Perceptions of Mathematics through Their Lived Experiences in Classrooms and Communities2022-09-03T10:50:44-05:00https://digital.library.unt.edu/ark:/67531/metadc1986277/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1986277/"><img alt="Students' and Teachers' Perceptions of Mathematics through Their Lived Experiences in Classrooms and Communities" title="Students' and Teachers' Perceptions of Mathematics through Their Lived Experiences in Classrooms and Communities" src="https://digital.library.unt.edu/ark:/67531/metadc1986277/small/"/></a></p><p>This dissertation includes background on influences of mathematics, mathematics education, and who is viewed as a mathematician leading into three articles exploring students' and teachers' perceptions of mathematics through their lived experiences in both mathematics classrooms and their communities. Using interpretative phenomenological analysis for the methodology, all three articles analyze mathematics autobiographies and semi-structured interviews with five student participants enrolled in the same Algebra I course; Paper 3 also includes the Algebra I teacher. Paper 1 focuses on how students describe their lived experiences in mathematics classrooms. Three themes emerged from the participant data: 1) lack of autonomy and access, 2) feelings hinge on performance in mathematics, and 3) the need for support in mathematics. Each participant shared different experiences, but these experiences can help inform educators how to improve students' experiences in the classroom. Paper 2 sought to understand how middle grade students make sense of what it means to do mathematics in their community. The three themes include: 1) navigating the usefulness of mathematics outside of school, 2) who directs mathematics outside of school, and 3) the need for mathematics in future plans. Connections students made between mathematics and the lives outside of school varied suggesting how broad their definition of mathematics is may vary. Paper 3 focuses on a current mathematics teacher lived experiences to answer, how do teachers' perceptions and lived experiences of mathematics relate to their teaching practices as a mathematics teacher? The three themes that emerged from data in paper three include: 1) performance and requirements of mathematics, 2) applying mathematical ideas, and 3) humanity of learning mathematics.</p>Urban Elementary Teachers' Perceptions of Multicultural Education and Culturally Responsive Pedagogy2022-09-03T10:32:43-05:00https://digital.library.unt.edu/ark:/67531/metadc1985836/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1985836/"><img alt="Urban Elementary Teachers' Perceptions of Multicultural Education and Culturally Responsive Pedagogy" title="Urban Elementary Teachers' Perceptions of Multicultural Education and Culturally Responsive Pedagogy" src="https://digital.library.unt.edu/ark:/67531/metadc1985836/small/"/></a></p><p>Current literature calls for more culturally responsive pedagogy and multicultural education to connect with what students know, do, and believe outside of school and to utilize this to foster their academic achievement. This study investigated elementary teachers' perceptions of culturally responsive pedagogy and multicultural education in an urban school with a predominantly large minoritized student population (African American and Hispanic students). The study focused on four elementary teachers' perceptions of implementing culturally responsive pedagogy and multicultural education principles into their classroom and how this contributed to teacher-student interactions and student academic achievement. An integrated framework consisting of constructs from the literature on culturally responsive pedagogy and multicultural education guided the study. A thematic analysis of data (interviews, focus group interview, classroom observations, artifacts) revealed four teacher perceptions of culturally responsive pedagogy and multicultural education: Practicing culturally responsive pedagogy and multicultural education: (1) enables teachers and students to embrace diversity; (2) focuses teachers and students on the past and the present social injustices and provides social justice identity development among students; (3) builds empathy among teachers and students; and (4) promotes teachers to reflect on prejudice reduction. Implications: This study showed that constructs from culturally responsive pedagogy and multicultural education are context-specific and curriculum-specific. To the teachers in this study the dynamics of practicing culturally responsive pedagogy and multicultural education are inherent within the school and community contexts and in the curriculum.</p>Through the Eyes of a Teacher: Reflections on Preparedness to Teach Special Population Students2022-09-03T10:13:10-05:00https://digital.library.unt.edu/ark:/67531/metadc1985447/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1985447/"><img alt="Through the Eyes of a Teacher: Reflections on Preparedness to Teach Special Population Students" title="Through the Eyes of a Teacher: Reflections on Preparedness to Teach Special Population Students" src="https://digital.library.unt.edu/ark:/67531/metadc1985447/small/"/></a></p><p>Teacher preparation programs are varied in their approach to preparing teachers for the realities of the classroom, particularly when working with special population students. School districts and leaders utilize mentoring and professional development opportunities to help teachers bridge the knowledge and skills gap between what they learned in their preparation programs and what they need to know in their current position for instructing special population students. The purpose of this qualitative study was to provide K-12 general education teachers an opportunity to voice their perceptions about how they were prepared to instruct special population students and what they need for increasing their level of confidence when teaching special population students. Thirteen participants were chosen for a semi-structured interview and four were chosen for a focus group. To identify future initiatives general education teachers hope their education leaders will incorporate, data were collected through stories pertaining to the successes and challenges general education teachers face when instructing special population students. Findings showed that general education teachers are overwhelmed with the increase in special population students in their classrooms and are lacking the time to fully differentiate instruction. Teachers expressed a need for training about mental illness awareness due to the number of students returning from in-patient facilities. Findings also showed that co-teaching professional development was successful due to the direct instruction method of delivery. In summary, general education teachers continue to make connections with their special population students because they believe all students are capable of success.</p>Voices from the Field: What Special Education Teachers Want Their Principals to Know2022-09-03T10:11:34-05:00https://digital.library.unt.edu/ark:/67531/metadc1985359/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1985359/"><img alt="Voices from the Field: What Special Education Teachers Want Their Principals to Know" title="Voices from the Field: What Special Education Teachers Want Their Principals to Know" src="https://digital.library.unt.edu/ark:/67531/metadc1985359/small/"/></a></p><p>Special education in the public-school setting is designed to support students with disabilities by providing them specially designed instruction to meet their unique needs. This cannot be achieved without special education teachers who undergo specialized training to enable students with a disability to reach their maximum potential. Special education teachers' job duties differ greatly from that of a general education teacher, and they require specialized supports from their administrators. This qualitative study was designed for three purposes: (a) to understand the current teacher evaluation system along with the state and local policies from which the evaluation system is created; (b) to define the unique roles and responsibilities of the special education teacher that the current evaluation process may be failing to identify; and (c) to give special education teachers a voice to describe their experiences with the current teacher evaluation system. A document review of the current Texas Teacher Evaluation and Support System (T-TESS) evaluation rubric and of current state and local teacher evaluation policies preceded focus groups of high school special education teachers from three special education settings: inclusion, self-contained, and resource. Findings showed that teachers across all three settings agreed that T-TESS is not a true reflection of their job and was not created with diversity in mind, thereby failing students with disabilities. When evaluating the T-TESS rubric, only two out of the 16 dimensions uses language that acknowledges diverse learners in the teacher performance grading standards while no dimension mentions working with students with disabilities. This indicates that across all areas of T-TESS, even the most distinguished teacher is not being evaluated on their ability to work and support students with disabilities.</p>An Exploration of Impostor Phenomenon among African American Women in Educational Leadership Roles2022-09-03T10:10:19-05:00https://digital.library.unt.edu/ark:/67531/metadc1985341/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1985341/"><img alt="An Exploration of Impostor Phenomenon among African American Women in Educational Leadership Roles" title="An Exploration of Impostor Phenomenon among African American Women in Educational Leadership Roles" src="https://digital.library.unt.edu/ark:/67531/metadc1985341/small/"/></a></p><p>African American women in educational leadership roles face a myriad of barriers and challenges. Black feminist theory and impostor phenomenon theory offered a potent conceptual lens for understanding the experiences of successful African American women. A qualitative phenomenological study was conducted to examine and explore strategies that African American women use to (a) navigate the impostor phenomenon in relation to career mobility, and (b) identify and understand how social constructs in educational leadership organizations can contribute to their experiences. The research also examined the historical and contemporary problems of subjugation, oppression, racism, and sexism as narrated by 12 African American women who are in educational leadership roles. Data collected from the participants were triangulated and analyzed thematically resulting in six themes: (1) experiences of being questioned and undermined by superiors; (2) experiences of other people's perceptions about African American female leaders; (3) the need for a mentor; (4) giving others a chance to question them; (5) intentional self-care; and (6) lack of support from leaders and mentors. It is recommended that those who work within the education systems focus on acquiring an understanding of the internal struggles African American women navigate in response to systemic, external challenges, so they can better support these women in terms of career mobility and give more attention to retaining them in educational leadership roles.</p>Student Belonging: A Critical Narrative Inquiry of Grenadian Secondary Students' Storied Experiences in Schooling2022-06-16T11:05:14-05:00https://digital.library.unt.edu/ark:/67531/metadc1944356/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944356/"><img alt="Student Belonging: A Critical Narrative Inquiry of Grenadian Secondary Students' Storied Experiences in Schooling" title="Student Belonging: A Critical Narrative Inquiry of Grenadian Secondary Students' Storied Experiences in Schooling" src="https://digital.library.unt.edu/ark:/67531/metadc1944356/small/"/></a></p><p>Including all students through the educative processes is instrumental to their success. Each student's journey through education is therefore impacted by the ways they are included in the classroom. As such, social inclusion, and academic inclusion underpinned by a general sense of belonging are key elements impacting students' successes in schooling. Both globally and nationally school systems face challenges in enacting policies, pedagogies, and practices to meet the needs of increasingly diverse student populations. Student voice which has historically been absent from the literature can be a valuable tool in accounting for the lived experiences of diverse students with or without a formal label of dis/ability. Student voice can (re)present a revelatory tool that can be acted upon in responding to these diverse needs. Thus, the purpose of this study was to explore how secondary students in Grenada with or without a label of learning dis/ability but who are considered as part of responsive inclusive education, experience a sense of belonging through academic and social inclusion. This qualitative study using critical narrative inquiry pursued through semi-structured interviews with students, their teachers and parents revealed resonant threads of strained responsive education, childism and coloniality, the pedagogy of nice and an elusive inclusive education. Recommendations are therefore made to center student voice and choice, further the decolonization of schooling, create improved systems of evaluation and diagnosis of specific learning challenges, and to provide extensive teacher training so that the needs of diverse learners can be met. The findings have the potential to encourage and introduce collaborative educational practices amongst teacher-practitioners, students, and Grenada's Ministry of Education and thereby improve responsive models for secondary learners of diverse abilities.</p>Program Evaluation of Districtwide Literacy Intervention Programs: Implications for District Leaders2022-06-16T10:52:26-05:00https://digital.library.unt.edu/ark:/67531/metadc1944335/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944335/"><img alt="Program Evaluation of Districtwide Literacy Intervention Programs: Implications for District Leaders" title="Program Evaluation of Districtwide Literacy Intervention Programs: Implications for District Leaders" src="https://digital.library.unt.edu/ark:/67531/metadc1944335/small/"/></a></p><p>This mixed methods study was designed for two purposes: (1) to provide district and campus leaders data about the effectiveness of how the studied district's READ 180 and System 44 literacy intervention programs were implemented, and (2) to assess the programs' impact on student outcomes to determine whether the district was meeting literacy goals and if recommendations identified in the previous program evaluation report were addressed. Archival de-identified student achievement data and focus group interviews comprised gathered data. Although quantitative data show some growth from both programs since the prior program evaluation, the programs failed to meet the 2018-2019 intended outcome of at least 70% of participating students meeting expected Lexile growth except for READ 180 participants at four elementary and six secondary campuses. System 44 participants failed to meet the district's intended outcome at any campus level. Data showed that placement of elementary English learner (EL) students in both literacy programs was disproportionate to the district's EL population. System 44 students with an EL indicator had a negative correlation with growth in Lexile score, indicating that ELs are not being served well by this program. Qualitative data presented little evidence that the 2017-2018 program evaluation recommendations were effectively implemented. Emerged themes related to monitoring and controlling program processes by district and campus leaders were perceived fidelity, data alignment, and immutable factors. Both quantitative and qualitative data highlighted areas in which program fidelity was lower than expected; therefore, district administrators were not able to achieve the intended purpose of the programs.</p>Students' Perceptions of Learning Environment and Achievement with Augmented Reality Technology2022-06-16T10:47:13-05:00https://digital.library.unt.edu/ark:/67531/metadc1944327/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944327/"><img alt="Students' Perceptions of Learning Environment and Achievement with Augmented Reality Technology" title="Students' Perceptions of Learning Environment and Achievement with Augmented Reality Technology" src="https://digital.library.unt.edu/ark:/67531/metadc1944327/small/"/></a></p><p>The purpose of the study was to examine the impact of using AR in the Computer Architecture unit for male 11th grade students in a school in the eastern area of Arar City in Saudi Arabia through monitoring its impact on student achievement and students' perceptions of the learning environment. Two research questions are explored: What is the effect of using AR on student achievement, and what are students' perceptions of the learning environment when they use AR? Two instruments were used to collect the data in this study: an achievement test taken from the official teacher book issued by the Ministry of Education in Saudi Arabia and the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) modified questionnaire "actual form." Statistical analyses employed to answer the first research question included an independent-samples t-test and descriptive statistics. To investigate the second research question, descriptive statistics and a paired t-test were used. These results from the first question indicate a statistically significant difference (p < 0.05) between the two groups' mean values: the students who used AR achieved a higher level of learning compared to the students who learned in the traditional way. The study found that using AR helped the students to increase their achievements through many aspects, one of which was being able to feel in contact with objects and events that were physically out of their reach. In addition, AR offered a safe environment for learning and training away from potential and real dangers. The results for the second research question show statically significant increases in seven out of eight TROFLEI scales. This suggests that there was a positive feeling among the students regarding the teacher's interaction and his interest in providing equal opportunities to the students to answer the questions.</p>Leadership Styles that Contribute to African American Male Students' Discretionary Disciplinary Incidence Rates2022-06-16T10:29:10-05:00https://digital.library.unt.edu/ark:/67531/metadc1944296/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944296/"><img alt="Leadership Styles that Contribute to African American Male Students' Discretionary Disciplinary Incidence Rates" title="Leadership Styles that Contribute to African American Male Students' Discretionary Disciplinary Incidence Rates" src="https://digital.library.unt.edu/ark:/67531/metadc1944296/small/"/></a></p><p>Factors that influence a school leader's disciplinary determination for student discretionary decisions are many times difficult to measure. The purpose of this study was to investigate leadership style factors that may be linked to contributable factors for African American male disciplinary incidents. The following leadership factors were examined: (a)self -awareness, (b) collaborative dialogue, (c) drive to achieve, (d) internalization of campus disciplinary vision, (e) building relationships, and (f) proactive decision making. This study focused on identifying various leadership styles of administrators that impact the disciplinary rates of African American males at each campus studied. Data for this explanatory sequential mixed methods research study included a survey, a focus group, and one-on-one semi structured interviews. Participants were campus administrators having more than one year of experience as a campus administrator and were completing at least one full year at their current campus site. The analysis of quantitative data collected from the survey of campus administrators' leadership emotional intelligence provided insight into the research questions. The qualitative findings revealed that for campus administrators in the selected urban north Texas school, their leadership style does not significantly contribute to African American male's discretionary disciplinary incident rates. However qualitative data revealed discrepancies in administrators' perceptions and application of student discipline decisions. Research literature and this study support the school leader as the pivotal decision maker for discretionary outcomes for all students, particularly African American male students.</p>Student Perceptions of Literacy Learning with Digital Storytelling2022-06-16T10:24:42-05:00https://digital.library.unt.edu/ark:/67531/metadc1944289/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944289/"><img alt="Student Perceptions of Literacy Learning with Digital Storytelling" title="Student Perceptions of Literacy Learning with Digital Storytelling" src="https://digital.library.unt.edu/ark:/67531/metadc1944289/small/"/></a></p><p>This qualitative case study examined how integrating technology, specifically digital storytelling, influenced secondary student perceptions of literacy learning and student engagement in an English language arts and reading classroom in a rural district. Understanding student perceptions of literacy learning can offer insight into which technological tools can support literacy development and classroom engagement. Through the implementation of case study design and thematic analysis, overarching themes highlight participant experiences and equip education professionals to make more informed choices regarding technology integration decisions.</p>The Relationship of Bullying and Cyberbullying to Social and Emotional Learning and the Impact on Student Engagement2022-06-16T10:10:03-05:00https://digital.library.unt.edu/ark:/67531/metadc1944267/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944267/"><img alt="The Relationship of Bullying and Cyberbullying to Social and Emotional Learning and the Impact on Student Engagement" title="The Relationship of Bullying and Cyberbullying to Social and Emotional Learning and the Impact on Student Engagement" src="https://digital.library.unt.edu/ark:/67531/metadc1944267/small/"/></a></p><p>At a time where technology is easily accessible, emotions are high, and students are dealing with more and more as they earn a basic education, in-person and cyberbullying add to students' stress. As 21st century students have easy access to technology, adolescents have multiple ways to encounter bullying and cyberbullying. The purpose of this study was three-fold: (a) to identify the relationship between bullying and cyberbullying and student engagement; (b) to identify the impact of school culture and climate on the incidences of bullying and cyberbullying; and (c) to identify how the integration of social and emotional learning (SEL) skills into the curriculum could mitigate the negative effects of bullying and cyberbullying. The five SEL core competencies are self-regulation, self-awareness, self-management, responsible decision-making, and relationship skills. In this mixed methods study, district discipline data, a culture and climate survey, and focus groups were utilized to examine how each SEL competency impacted classroom engagement and school climate and culture and mitigated any negative effects of bullying and cyberbullying. Findings showed that a positive school culture and SEL can increase student engagement. In addition, SEL was shown to improve classroom engagement as well as mitigate the negative effects of bullying and cyberbullying among the studied participants.</p>An Investigation into the Use of a Facebook Group by Secondary English Teachers During a Pandemic2022-06-16T10:05:30-05:00https://digital.library.unt.edu/ark:/67531/metadc1944260/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944260/"><img alt="An Investigation into the Use of a Facebook Group by Secondary English Teachers During a Pandemic" title="An Investigation into the Use of a Facebook Group by Secondary English Teachers During a Pandemic" src="https://digital.library.unt.edu/ark:/67531/metadc1944260/small/"/></a></p><p>This study focuses on a Facebook group utilized by secondary English teachers during the initial crisis period of COVID 19, defined as March 2020-June 2020. During this period, teacher participants used this Facebook group as a community of practice to re-envision pedagogy, using social media as a third space in which to have discussions with other teachers, either to seek help or to share resources. After a qualitative content analysis of 630 initial posts, 14,500 comments, and 13,539 reactions, three themes were determined. Teachers used the Facebook group to re-envision pedagogy by discussing texts and related activities, teachers sought strategies for lessons to implement during a pandemic; by offering a forum for discussion about ethical considerations of social justice and school responsibility, the teachers sought a space to talk openly about how to respond to current events; and by serving as a space for solidarity and support among fellow English teachers, the teachers supported each other through change.</p>An Examination of the Multicultural Representation in Children's Books from Approved Literature Lists in North Texas Public Schools: A Critical Content Analysis2022-06-16T09:46:13-05:00https://digital.library.unt.edu/ark:/67531/metadc1944223/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944223/"><img alt="An Examination of the Multicultural Representation in Children's Books from Approved Literature Lists in North Texas Public Schools: A Critical Content Analysis" title="An Examination of the Multicultural Representation in Children's Books from Approved Literature Lists in North Texas Public Schools: A Critical Content Analysis" src="https://digital.library.unt.edu/ark:/67531/metadc1944223/small/"/></a></p><p>Current events and social movements aimed at bringing awareness to oppressed groups have reminded us that the United States has still not achieved justice and equality for all. Social and political tensions have become inescapable in our increasingly connected world. Therefore, students need to learn about diverse ways of knowing and being in a pluralistic society. Since publishing and education companies compete for business, the amount of digital and print resources available to teachers can be overwhelming. Because a vital component of a multicultural education includes diverse materials that authentically portray views and experiences from a wide range of cultures, traditions, and values, it is necessary to critically analyze the curricular content that teachers are expected to use in their classrooms. The purpose of this study is to analyze the literature that is included in district-approved book lists for public schools to determine how these texts support the principles of multiculturalism and multicultural education in sixth-grade classrooms. The tenets of critical multicultural analysis (CMA) guided this critical content analysis. Because teachers in these districts are limited to choosing books from approved lists to read with their students, the texts for this study were selected from approved literature lists that were provided by three public schools in North Texas. Although previous research on curricula and textbook analysis is available, little of that research analyzes approved literature lists in public schools. Since school districts are preparing to teach changing demographics and are striving to become more equitable, this study can offer insight into how the chosen texts align with broader district goals for meeting the academic, social, and emotional needs of each student.</p>A Systems Approach to Closing the Achievement Gap: Effects on Collective Teacher Efficacy and Student Performance2022-06-16T09:40:31-05:00https://digital.library.unt.edu/ark:/67531/metadc1944211/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944211/"><img alt="A Systems Approach to Closing the Achievement Gap: Effects on Collective Teacher Efficacy and Student Performance" title="A Systems Approach to Closing the Achievement Gap: Effects on Collective Teacher Efficacy and Student Performance" src="https://digital.library.unt.edu/ark:/67531/metadc1944211/small/"/></a></p><p>I designed an explanatory sequential mixed-method study to explore the relationship between leadership practices, collective teacher efficacy (CTE), and educational outcomes of low SES students in an open school system. Four data sources were analyzed: K-5 student Developmental Reading Assessment (DRA) results of 1,170 students, Collective Teacher Belief Scale (CTBS) survey to measure CTE perceptions of 48 teachers, focus group interviews composed of a stratified sample of 11 K-5 teachers, and two one-on-one principal interviews. The study took place in two elementary schools in north Texas during the 2020-2021 school year. A Spearman's rank-order correlation analysis indicated that the relationship between CTBS scores and student reading scores was mixed. While one school showed a positive association between CTE and the reading data of low SES students, the other school showed a weak correlation between the variables. The quantitative data indicated that CTBS scores did not independently explain reading achievements at both campuses. The data also showed that while teachers had a large effect size on the reading performance of low SES students, as measured through a Cohen's d for paired sample t-test, achievement gaps continued to widen. Two themes emerged through a grounded theory approach when principals described their sensemaking and framing process: many variables and teamwork. In a complex open system, school principals must consider the many needs of teachers and students before enacting reform efforts. To achieve ambitious goals, school principals promote teamwork and help develop supportive structures to assist teachers and students. Furthermore, the theme of support emerged when teachers described their CTE perceptions concerning their principal's leadership actions. The overall data suggest that leadership practices directly impact CTE levels and indirectly impact student performance. When teachers felt supported, CTE levels increased, but when teachers felt overwhelmed or failed to see how school and district mandates support teaching and learning efforts, CTE levels dropped.</p>The Examination of Black and Latino/a/x Students' and Responsive STEM Teachers' Perceptions of Teacher Cultural Consciousness and Culturally Responsive Instructional Practices2022-01-08T16:18:45-06:00https://digital.library.unt.edu/ark:/67531/metadc1873863/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1873863/"><img alt="The Examination of Black and Latino/a/x Students' and Responsive STEM Teachers' Perceptions of Teacher Cultural Consciousness and Culturally Responsive Instructional Practices" title="The Examination of Black and Latino/a/x Students' and Responsive STEM Teachers' Perceptions of Teacher Cultural Consciousness and Culturally Responsive Instructional Practices" src="https://digital.library.unt.edu/ark:/67531/metadc1873863/small/"/></a></p><p>School cultures, curriculum, and instruction are too often created through a monocultural lens, which excludes Black and Latino/a/x students both socially and academically, and perpetuates the false notion that these students are inherently less capable of achieving academic success when compared to their White counterparts. This is visible across all content areas, but especially in secondary science, technology, engineering, and mathematics (STEM) classes, which means that our Black and Latino/a/x students are continually denied preparation for the critical, high demand careers in the STEM field. Just as critical, with the dominance of White teachers in the classroom, out Black and Latino/a/x students often do not have access to teachers who share their lived experiences or who understand the nuances of their home cultures. However, teachers and school instructional leaders can change course by focusing their efforts to develop a rich cultural consciousness, and by focusing on the utilization of culturally responsive pedagogy (CRP) and related instructional strategies with great intentionality in the classroom. This mixed method, single site, exploratory case study was conducted to examine Black and Latino/a/x students' perceptions of their culturally responsive STEM teachers' cultural consciousness, and culturally responsive STEM teachers' perceptions of culturally responsive practices and their Black and Latino/a/x academic abilities. The results provide a clear discrepancy between STEM teacher and Black and Latino/a/x student perspectives that emphasizes a tension between them. This tension must be further explored and highlights a critical need for STEM specific professional development that encompasses both culturally responsive practices and opportunities to develop a critical consciousness.</p>English Learner Instructional Programs in Texas Charter Schools: Perspectives of Instructional Leaders in Their Selection of Bilingual/ESL Programs2022-01-08T16:17:21-06:00https://digital.library.unt.edu/ark:/67531/metadc1873861/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1873861/"><img alt="English Learner Instructional Programs in Texas Charter Schools: Perspectives of Instructional Leaders in Their Selection of Bilingual/ESL Programs" title="English Learner Instructional Programs in Texas Charter Schools: Perspectives of Instructional Leaders in Their Selection of Bilingual/ESL Programs" src="https://digital.library.unt.edu/ark:/67531/metadc1873861/small/"/></a></p><p>There are 184 active charter school districts in Texas, which use public tax dollars like traditional school districts, providing educational opportunities to over 350,000 Texas students. Charter schools accept state and federal funds and often operate with less oversight than their neighboring local public schools, yet they have the autonomy to accomplish the mission(s) set forth by the charter school operator. Although there have been numerous studies looking at the effectiveness of charter schools in terms of student achievement, very little research has been on the programs that charter schools implement to address the needs of their English learner populations. This study examined charter school leaders' perceptions in the selection of the EL instructional programs that are offered to their English Learners. Interviews of district bilingual/ESL directors of Texas charter schools, or their equivalents, were conducted. Using a constructivist grounded theory design, this study explored the factors and decisions of instructional leaders in implementing a particular second language program, with special attention to the ideologies informing these decisions. Themes emerged from the data and were be explored. The findings of this study are vital in helping other charter school operators better understand the challenges and potential pitfalls faced by current charter school operators in supporting their EL populations.</p>