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  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Country: United States
An Evaluation of the University of North Texas' "Youth Opportunities Unlimited" Program (a Compensatory Education Program for At-Risk, Secondary School Students)

An Evaluation of the University of North Texas' "Youth Opportunities Unlimited" Program (a Compensatory Education Program for At-Risk, Secondary School Students)

Date: August 1995
Creator: Stovall, Pat Weeks
Description: Even though the Youth Opportunities Unlimited program has been in effect for ten years, there exists no current, comprehensive, effectiveness research on YOU. Such analysis is needed to determine the value of the YOU program. The purpose of this study is to evaluate the effectiveness of the YOU program. Both quantitative and qualitative research methods are used in this study. Quantitative analysis is provided through factual data collected through an alumni survey. Qualitative analysis is provided through personal opinion information obtained from YOU alumni through the survey and by personal interview. The YOU program at UNT is a successful compensatory education program that helps improve the education and the lives of America's at-risk students.
Contributing Partner: UNT Libraries
Funding and Effectiveness of Staff Development Programs in Three North Texas School Districts

Funding and Effectiveness of Staff Development Programs in Three North Texas School Districts

Date: August 2010
Creator: Ivey, Shannon Kay
Description: This dissertation study focused on three aspects of staff development in North Texas: 1) funding sources, 2) types of professional learning programs, and 3) teachers' views of the effectiveness of the funded programs. Qualitative data came from interviews with nine district administrators concerning funding sources and how those resources enhanced teacher skills. Quantitative data came from 1,277 responses from teachers regarding their background and perceptions about staff development. Data from interviews with district administrators were diagrammed to depict elements of funding staff development and to reveal how resources were used to plan, implement, and evaluate staff learning. An analysis of interview data revealed that availability of grants, property tax rates, and student enrollment affected how districts funded staff development. Administrators reported that districts funded professional learning that was planned according to academic initiatives, met the needs of adult learners, and adapted to the changing needs of school communities. Both administrators and practitioners reported that time was a lacking resource critical to developing staff knowledge. Practitioners reported that sufficient opportunity to collaborate with colleagues about learning initiatives was more valuable than teaching materials. Teacher questionnaires were analyzed for possible relationships between participant variables and responses concerning knowledge about funding constraints and ...
Contributing Partner: UNT Libraries
A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates

A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates

Date: December 2010
Creator: Styles, Delesa Haynes
Description: The purpose of this study was to examine the relationship between principal preparation programs in Texas and professional leadership practices and responsibilities based on Mid-continent Research for Educational and Learning's (McREL) 21 leadership responsibilities. The study also examined the relationship between Texas principal preparation programs and Knowles's principles of adult learning. Through an online survey, the study solicited practicing principals' perceptions as to whether McREL's 21 leadership responsibilities and Knowles's principles of adult learning were included in their principal preparation programs. Quantitative findings indicated there were no significant differences between principals' perceptions of their principal preparation programs and the university/certification program in which they obtained their principal certification. Additionally, there were no significant differences between principals' perceptions of their programs and the year their principal certification was completed. There were also no significant differences between principals' perceptions of their programs and the geographic location of the school district in which they were presently employed. However, the study found there were significant differences in two areas of leadership responsibilities when comparisons were generated between principals who were fully certified before assuming the role of principal and those who were not fully certified: 1) ideas/beliefs and 2) optimizer. Principals who had not ...
Contributing Partner: UNT Libraries
Texas Public School Mission Statements : a Factor in the Involvement of Parents, Family, and/or Home in Educational Reform

Texas Public School Mission Statements : a Factor in the Involvement of Parents, Family, and/or Home in Educational Reform

Date: May 1996
Creator: Gillespie, Patricia T. (Patricia Todd)
Description: Despite site-based decison making (SBDM) educational mandates, research determined the virtual exclusion of parents, family, and/or home as co-authoritative voice in Texas public school district mission statements. Qualitative analysis determined six parent roles within 155 inclusive mission statements through rhetorical deconstruction, a text-based grammatical evaluation procedure; quantitative analysis determined no significance between inclusive and exclusive districts in factors of size, socioeconomic status, and ethnicity. The implications of this study add further support to the growing parental insistence for greater educational decision-making options: ie., home schooling, voucher system, and charter schools.
Contributing Partner: UNT Libraries