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 Degree Discipline: Curriculum and Instruction
 Collection: UNT Theses and Dissertations
Elementary Teacher Attrition and Factors of Organizational Climate

Elementary Teacher Attrition and Factors of Organizational Climate

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Date: May 2003
Creator: Cotten, Virginia E.
Description: As the United States faces a critical teacher shortage, it is important to examine all factors that may contribute to the revolving door of teacher attrition. This study explored the climate of elementary schools to determine if there was a correlation between teacher attrition and school organizational climate. Three basic research questions were addressed: 1) Is there a relationship between school organizational climate and teacher attrition? 2) Is a change in campus leadership related to school organizational climate? 3) Is there a relationship between a change in campus leadership and teacher attrition? Thirty-seven elementary schools were examined in terms of their individual teacher attrition rates and their climate survey scores. The data utilized in this study came from one school district's climate survey and teacher attrition rates for the 2000-2001 school year. The findings of this study indicate that factors of organizational climate may predict teacher attrition rates. Specifically, instructiona support may be related to teacher attrition. Major components of instructional support include principal behaviors, respect for teaching and learning, and communication with administrators. Teacher attrition was not related to principal experience. Also, principal experience was not related to factors of school organizational climate.
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The Emergence of an Inner-City Professional Development School: A Case Study

The Emergence of an Inner-City Professional Development School: A Case Study

Date: August 1995
Creator: Kutcher-López, Judith M. (Judith Marie)
Description: This paper examined the process followed in the selection and establishment of an inner-city Professional Development School located in a large, North Texas school district.
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An evaluation of student learning and engagement in a technology-enhanced algebra unit on slope

An evaluation of student learning and engagement in a technology-enhanced algebra unit on slope

Date: August 2000
Creator: Beck, Elaine K.
Description: The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this ...
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An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts

An Examination of How 4-8 Preservice Teachers Understand and Implement Multicultural Concepts

Date: May 2013
Creator: Schellen, Julie K.
Description: Preparing teachers to teach in the diverse classroom has become one of the most important goals for universities and teacher training programs. The main purposes of this study included to examine what type of multicultural concepts were taught preservice teachers who sought certification in Grades 4-8 and how these preservice teachers understood and implemented multicultural concepts in their educational portfolios and coursework, field experiences, and student teaching. The population of the study consisted of 53 undergraduate, preservice teachers enrolled in the last two years of a 4-8 teacher certification program. A modified grounded theory methodology and interpretive approach was used in the analysis of the course syllabi, required readings and student coursework. The study found that this particular program exposed the preservice teachers to a significant number of multicultural concepts in preparation for teaching in the ethnically diverse schools in the area. In addition, the study looked at which of Grant and Sleeter's five multicultural approaches were found most often in the course syllabi and required readings, as well as the preservice teachers' portfolio artifacts, key assessments, and reflective writing samples. The research found the majority of the course syllabi and assigned readings covered concepts in the human relations and ...
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An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance

An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance

Date: December 2013
Creator: Hartmann, Lillian Ann
Description: Among educational researchers, important questions are being asked about how to improve mathematics instruction for elementary students. This study, conducted in a north Texas public school with 294 third- through fifth-grade students, ten teachers and three coaches, examined the relationship between students’ achievement in mathematics and the mathematics teaching and coaching instruction they received. Student achievement was measured by the Computer Adaptive Instrument (CAT), which is administered three times a year in the district and is the main criterion for students’ performance/movement in the district’s response to intervention program for mathematics. The response to intervention model employs student data to guide instruction and learning in the classroom and in supplemental sessions. The theoretical framework of the concerns based adoption model (CBAM) was the basis to investigate the concerns that mathematics teachers and coaches had in using the CAT student data to inform their instruction. The CAT data, based on item response theory, was the innovation. Unique in this study was the paralleling of teachers’ and coaches’ concerns and profiles for their use of the data with student scores using an empirical approach. Data were collected at three intervals through the Stages of Concerns Questionnaire, the Levels of Use interviews, and ...
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Examining the effects of scheduled course time on mathematics achievement in high school students.

Examining the effects of scheduled course time on mathematics achievement in high school students.

Date: May 2007
Creator: Mallory, Kelli D.
Description: This study was designed to determine the effects of two different schedule types on mathematics achievement in public high school students. The instruments used included the Texas Assessment of Knowledge and Skills, given annually to all students in grades 3 through 11, the Texas Algebra I end-of-course examination, given as a district option to Algebra I students, and student final course grades as determined by classroom teachers. The study compared students' performance in these three areas during the 2004-2005 academic year in one suburban school district in North Texas. The study considers the type of schedule, either traditional or 8-block, between students in teachers' classes who teach the same course on both schedules concurrently. This study also investigates a qualitative aspect by including a short opinion survey of teachers' perceptions regarding student academic performance, teacher satisfaction and retention, and the ability to accomplish curricular goals. Findings from this research suggest course schedule does not have significant effects on student academic performance as measured using analyses of covariance comparisons with a 0.05 alpha-level, leading to the conclusion that a particular course schedule does not adversely impact student performance on academic measures. However, in some comparisons conducted within the course of the ...
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Examining the Relationship Between Persistence in Attendance in an Afterschool Program and an Early Warning Index for Dropout

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

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

Experiences and Perceptions of Students in Music and Mathematics

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

An Exploration of Teachers' Adoption of the Bring Your Own Technology Program

Date: August 2013
Creator: Cardoza, Yanet
Description: The purpose of this study was to explore teachers' concerns, use, and actual practices in their adoption of the bring your own technology (BYOT) initiative. Twelve secondary teachers in a private school setting participated in this study. The participants represented all content areas including reading, math, science, and electives. The private school was in its third year of implementing BYOT. This case study incorporated multiple methods to collect data to gain a better understanding of teachers' adoption of an innovation, BYOT. The concerns-based adoption model (CBAM) was used as a theoretical framework. All three CBAM tools provided data: the Stages of Concern Questionnaire (SoCQ), levels of use interview protocol (LoUIP), and the innovation configuration (IC) map. Twelve of the participants completed the SoCQ across three different points in time. Six of the twelve teachers participated in three one-on-one interviews, including the LoUIP. Additionally, six teachers were observed in their classrooms during instruction. After triangulating all pieces of data, the majority of teachers had highest concerns related to self. Teachers were concerned about their ability to implement the innovation and managing BYOT in their classroom. Four of the six teachers had a level of use (LoU) at mechanical, and two teachers ...
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An exploration of the relationships among teacher efficacy, collective teacher efficacy, and teacher demographic characteristics in conservative Christian schools.

An exploration of the relationships among teacher efficacy, collective teacher efficacy, and teacher demographic characteristics in conservative Christian schools.

Date: August 2006
Creator: Egger, Karen J.
Description: The purpose of this study was to determine whether teachers' perceptions of self-efficacy and collective teacher efficacy are interrelated and how these two constructs may be impacted by teacher demographic characteristics, such as educational level, grade level taught, and number of years of teaching experience. This study focused entirely on the interrelationships of teacher efficacy and collective teacher efficacy in three suburban, conservative Christian schools in north Texas. Specifically, the demographic characteristics of age, gender, ethnicity, particular school campus, number of years teaching, number of years teaching at the current school, highest degree received, type of teacher certification, certification grade level and subject area, grade level taught, and particular subject taught were studied for the non-random, convenience sample of 216 kindergarten through twelfth grade teachers. A correlational analysis of teacher efficacy and collective teacher efficacy yielded a Pearson r of .35 at a statistically significant level (p < .01); combining these two variables with teacher demographic variables in multiple regression analyses confirmed the relationship between teachers' perceptions of teacher efficacy and collective efficacy at a statistically significant level (p < .001). A review of the squared structure coefficients in the first multiple regression analysis (R2 = .284, p < .001) ...
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