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 Department: Department of Teacher Education and Administration
 Resource Type: Thesis or Dissertation
An Investigation of Preservice Teachers' Understanding of Buoyancy

An Investigation of Preservice Teachers' Understanding of Buoyancy

Date: May 2016
Creator: Kirby, Benjamin
Description: The purpose of this study was to examine the conceptual understandings of 55 elementary preservice teachers for the concept of buoyancy. This study used Ausubel’s Assimilation Theory (Ausubel, 1963) as a framework for a 15-week intervention that used pre/post concept maps (Cmaps), pre/post face-to-face semi-structured interviews, and drawings as evidences for change of formation of cognitive structures. Using a convergent parallel design and mixed methods approach, preservice teachers’ conceptions were analyzed using these evidences. Results of the study show that preservice teachers held both scientific conceptions and misconceptions about buoyancy as a force before and after an instructional intervention. Of importance were the existence of robust misconceptions about buoyancy that included inaccurate scientific knowledge about the foundational concepts of gravity, weight, mass, and density. The largest gains in scientific knowledge included the concepts of gravity, surface area, opposing forces, and the buoyant force. These concepts were consistently supported with evidence from post-concept maps, post, semi-structured interviews, and drawings. However, high frequencies of misconceptions were associated with these same aforementioned concepts as well as additional misconceptions about buoyancy-related concepts (i.e., weight, density, displacement, and sinking/floating). A paired t test showed a statistically significant difference (t = -3.504, p = .001) in ...
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Strategic Design: An Action Research Study on Community Relations in a Texas School District

Strategic Design: An Action Research Study on Community Relations in a Texas School District

Date: May 2016
Creator: Jund, Nicole Cathryn
Description: School leaders often contemplate implementing measures that will increase community and parent involvement in schools. There is a shortage of research that concisely takes school leadership through a process that details how to integrate parent and community input in a school transformation initiative and careful analysis of student outcomes. Within this study, I provide an in-depth look at one school district’s efforts to engage its community through strategic planning and mission and vision redesign. This process includes community involvement at every phase. For the purpose of this study, community refers to both community members who do not have children in the school system and parents of current students. In this study, I outline the inception of the transformation effort, the ongoing efforts to include community input in decision-making and campus implementation, and finally a review of the overarching impact on leadership, staff, students and community. Data collection analyzed in this study include assessment data, survey data, discipline data and walk through data collected by the school district.
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An Analysis of the Leadership Competency Frameworks of Nontraditional Principal Preparation Programs

An Analysis of the Leadership Competency Frameworks of Nontraditional Principal Preparation Programs

Date: May 2016
Creator: Horton, Tonya Marie
Description: This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities? A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed. The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities. Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use ...
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Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development

Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development

Date: May 2016
Creator: Mathayomchan, Somsuda
Description: This research examines the efficacy, if any, of the Music and Visual Arts (MVA) program in improving the English vocabulary development of first grade Thai students. The researcher developed the Vocabulary Recognition Assessment (VRA) as a measure of English vocabulary development. It employs the accuracy and rapidity method of word recognition as a measurement of English language development in Thai children. Forty first grade Thai students in a Bangkok elementary school participated in the study. Participants were divided equally between an experimental group and a control group. During a nine-week period, students in the experimental group were instructed with the MVA strategy, while students in the control group were taught with the Visual Arts (VA) strategy. Paired sample t-test, ANOVA, and ANCOVA were used to analyze data from the VRA, to compare the pre-test and the post-test in terms of accuracy scores and rapidity scores of the control group and the experimental group. Data revealed that students instructed with the MVA strategy improved their English vocabulary development in terms of accuracy of word recognition significantly more than students taught English using the VA strategy. No significant difference was found between the MVA strategy and the VA strategy in terms of ...
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Teaching beyond the walls:  A mixed method study of prospective elementary teachers’ belief systems about science instruction.

Teaching beyond the walls: A mixed method study of prospective elementary teachers’ belief systems about science instruction.

Date: May 2016
Creator: Asim, Sumreen
Description: This mixed method study investigated K-6 teacher candidates' beliefs about informal science instruction prior to and after their experiences in a 15-week science methods course and in comparison to a non-intervention group. The study is predicated by the literature that supports the extent to which teachers' beliefs influence their instructional practices. The intervention integrated the six strands of learning science in informal science education (NRC, 2009) and exposed candidates to out-of-school-time environments (NRC, 2010). Participants included 17 candidates in the intervention and 75 in the comparison group. All were undergraduate K-6 teacher candidates at one university enrolled in different sections of a required science methods course. All the participants completed the Beliefs about Science Teaching (BAT) survey. Reflective journals, drawings, interviews, and microteaching protocols were collected from participants in the intervention. There was no statistically significant difference in pre or post BAT scores of the two groups; However, there was a statistically significant interaction effect for the intervention group over time. Analysis of the qualitative data revealed that the intervention candidates displayed awareness of each of the six strands of learning science in informal environments and commitment to out-of-school-time learning of science. This study supports current reform efforts favoring integration ...
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Analysis of Factors for Successful State-Level Support of Low-Performing Schools

Analysis of Factors for Successful State-Level Support of Low-Performing Schools

Date: May 2016
Creator: Ewing, Angela R.
Description: This study provides a qualitative look at Texas' Professional Service Providers' (PSPs) strategies for supporting low-performing schools. Four PSPs were selected for participation based on the number of schools they helped exit the Texas Title I School Improvement Program from 2007-2012. Data collected and analyzed included provider and principal interviews, providers' progress reports documenting services, and principals' evaluations of provider services. Results indicated key support strategies in two of four cases were supporting and mentoring/coaching while communicating and building trust were important in the other two cases. Communicating, reviewing information, and planning were important across all cases. The quality indicators aligning with the PSPs' strategies were fit, comprehensiveness, and coherence. They were also the most common across all cases. Finally, analysis of the evaluation of provider services revealed PSP-1 with the highest ratings, followed by PSP-2, PSP-3, and PSP-4 respectively. The findings suggest, first, that PSP support has a dual nature. Contextual support was provided based on the campus leaderships' skills and requests. PSPs also ensured coherence among the strategies of all stakeholders. Secondly, a hierarchy of quality service indicators aligned to the PSPs' strategies: fit, comprehensiveness, and coherence. Finally relationships are vital to a successful provider-campus relationship. The findings ...
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Transfer of Instructional Practices From Freedom Schools to the Classroom

Transfer of Instructional Practices From Freedom Schools to the Classroom

Date: May 2016
Creator: Stanford, Myah D
Description: The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.
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A Spatial Econometric Study Examining the Determinants of Principal Salaries

A Spatial Econometric Study Examining the Determinants of Principal Salaries

Date: May 2016
Creator: Bland, J. Edward
Description: The lack of evidence on reforms, such as determinants of principal salary, points to data and research deficiencies to be addressed in order to learn more about their effects and make sound public policies. The purpose of the study was to examine district and community determinants of principals’ salaries using a spatial econometric framework. The findings have implications for education policy development related to pay for contribution, rather than pay based on tenure, experience, or district wealth. The quantitative study used a spatial regression approach to model school, district, and community factors as determinants of Texas high school principal’s salary. Principal salaries are viewed from several lenses in this study by considering effective outcomes of pay defined by actual salaries and market considerations for pay as defined by community, organizational and human capital variables. Literature from the private sector as well as from the public school setting was used as a theoretical underpinning for the hypotheses set forth in this study. The findings provide empirical insights regarding how principal salaries are determined. The study found a statistically significant spatial autocorrelation relationship at p<.05 confirming geographic locations is a robust influence on principal salaries. After controlling for the spatial autocorrelation the ...
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Determinants of Principal Pay in the State of Texas

Determinants of Principal Pay in the State of Texas

Date: May 2016
Creator: Asbury, Elizabeth
Description: The purpose of the study was to examine district, campus, and community determinants of principal’s salaries using a spatial econometric framework. Among the district variables business tax (p = 0.001), property tax (p < .01), and the Herfindahl Index (measure of competition) were statistically significant indicators of principal salaries. The results suggest that more affluent districts tend to pay principals higher salaries, which was expected. Regarding campus characteristics, the percent of economically disadvantaged was not a statistically sound indicator (p = 0.468), but campus enrollment was significant (p = <.01). Interestingly as the percentage of economically disadvantaged students increased, the principal salary decreased. In contrast, as student enrollment increases the salary of principals increases, suggesting that principals of larger campuses earn higher salaries. Interestingly, student achievement was not a statistically significant predictor of principals’ salary given that pay for performance in Texas is at the forefront of political debate. Among the variables examined at the community level, only the percentage of homes owner occupied (p = 0.002) was found to be a statistically significant indicator of principal salary (p = .002). The lack of evidence on reforms, such as determinants of principal salary, points to data and research deficiencies to ...
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The Effectiveness of a Professional Learning Community on Student Achievement in Elementary Reading and Mathematics in a Large Urban School District

The Effectiveness of a Professional Learning Community on Student Achievement in Elementary Reading and Mathematics in a Large Urban School District

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Date: May 2016
Creator: Landry, Jacqueline Hayles
Description: The study was to determine the impact of a Professional Learning Community on student achievement as measured by the state's criterion referenced reading and mathematics achievement tests. Data for this study were extracted from the school district's student database. Two cohorts of 90 students each were randomly selected from a population of approximately 600 students in 3 schools that participated in a Professional Learning Community (treatment) and 3 schools that did not (control). Professional Learning Communities known as PLCs, can serve as a major theoretical framework to promote the improvement of classroom teachers' instructional practice, teacher effectiveness and student achievement. Reading and mathemtics mean scale scores were extracted at three time points (year 1, year 2, and year 3) across three grades (grade 3, grade 4 and grade 5). Test for equality of variance found that no statistically significant difference existed between the mean scale scores of the two cohorts at the beginning of the study. The findings revealed that both cohorts trend toward increased academic achievement from year to year individually; however, when compared to each other, no statistically significant difference existed. Further research is indicated to examine each PLC for implementation, support and leadership as they relate to ...
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Impact of Teacher and Student Ethnicity on Student Assessment

Impact of Teacher and Student Ethnicity on Student Assessment

Date: May 2016
Creator: Barnes, Barbara
Description: The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburban school districts. This topic has been a subject of discussion since the late 10970s when Cardenas and Cardenas (1977) studeied the achievement among minority students and their White peers. The conversation continued through authors such as Takei and Shouse (2008), Hays (2011), Ladson-Billings (2006), Dee (2003,2005), and Brown (2006). To answer these reserach questions, a hierarchical multiple regression analysis was conducted on the data collected. Although the study verified the achievement gap between minority students and White students, the study indicated no consistent pattern corroborating that minority students were more successful when taught by teachers of the same ethnicity. In many cases, students learned better ...
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Culturally Proficient Leadership:  Teacher Perceptions of Elementary School Principals in Urban, Title I Schools

Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools

Date: December 2015
Creator: Hendrix, Royond P.
Description: This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.
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Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model

Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model

Date: December 2015
Creator: Onsongo, Evans N.
Description: The purpose of the current study was to discern the effects of three latent constructs – self-efficacy, academic engagement, and student-teacher relationships on Algebra I achievement among ninth-grade African American male students. A nationally representative sample from the High School Longitudinal Study of 2009 (HSLS09) was used in the study. Study participants were 697 African American males enrolled in ninth grade in the fall of 2009 across the United States. Structural Equation Modeling (SEM) analytical procedures were performed to test the hypothesized relationships of Bandura’s social cognitive theory (SCT) theoretical assumptions. The results indicate that the three latent variables directly or indirectly were related to Algebra I achievement among ninth grade African American male students. Moreover, the results revealed that self-efficacy and student-teacher relationships constructs had direct significant impact on Algebra I academic performance; nonetheless, the relationships were not strong. These two latent variables had small effect sizes of 5% and 1%, respectively. Combined, self-efficacy, academic engagement, and student-teacher relationships explained only 8% of the variance in the Algebra I achievement among African American males across the United States (R2=.08). The magnitude effect of these factors on Algebra I achievement was minimal. Overall, these findings suggest that the self-efficacy and ...
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Effects of Child Development Associate Credential System 20 on Candidate Success Rates

Effects of Child Development Associate Credential System 20 on Candidate Success Rates

Date: December 2015
Creator: Davis, Travis J.
Description: The purpose of this research was to identify the impact of process changes that have been made to the Child Development Associate (CDA) credential, which is a beginning early childhood teacher credential that focuses on competency based standards widely seen as necessary for early childhood teachers to possess. The process in which early childhood teachers receive their credential changed in 2013 with the implementation of CDA credential 2.0. Changes included taking a computerized exam and the implementation of a professional development specialist conducting an on-site classroom observation. In order to determine the impact that CDA 2.0 had on teacher credentialing success rates, a mixed-method sequential design was employed. First, existing data sets of success rates from a national scholarship program were reviewed. Following, interviews with CDA credential seekers were conducted. Findings revealed that while candidate success rates increased for those receiving CDA credentials under the 2.0 system, the actual number of candidates receiving scholarships to pursue the CDA credential through the national scholarship program decreased. Qualitative analysis of the semi-structured interviews indicated that three areas that impacted CDA 2.0 candidate success rates were the professional education programs and instructors, the CDA Exam, and Professional Development Specialists. This is the first ...
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Does Instructional Delivery Method in an Elective Business Class Impact Student Achievement with Respect to Gender, Race and Socio-economic Status in a Selected Texas Public School District?

Does Instructional Delivery Method in an Elective Business Class Impact Student Achievement with Respect to Gender, Race and Socio-economic Status in a Selected Texas Public School District?

Date: December 2015
Creator: Moore, Eldridge D.
Description: The problem that guided this study was a socio-constructivist view of education via online learning. Based in the extant literature, a deficiency existed that directly correlated online learning closing the academic achievement gap between student populations. In other words, schools invested in technology; however, few empirical data sets existed that established a connection between technology integration and the academic achievement of different student groups. The purpose of this pooled regression analysis study was to determine whether the method of class instruction effected academic achievement gaps between three subpopulations based on gender, race, and SES. Specifically, this study examined whether gender, race, and SES could predict semester grades within and across traditional, blended, and online course instructional methods. The dependent variable for this study was student success in the form of an end-of-unit test grade designed to evaluate student understanding of the curriculum. The independent variables included student gender, ethnicity, and SES. Quantitative data were collected through an analysis of Public Education Information Management System (PEIMS) data and student end-of-unit exam grades. The research suggests one combined interaction, [gender x race] in the traditional learning environment, is statistically significant while several independent interactions are significant. Those independent interactions are TAKS scores, ...
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Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting

Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting

Date: December 2015
Creator: Delich, Joshua T.
Description: Understanding organizational behavior (OB) has profoundly influenced organizational performance and how people behave in organizations. Researchers have suggested various micro and macro organizational behaviors to be the impetus for high-performing organizations. Through a policy capturing approach this study builds on these findings by specifically examining the perceptions of micro and macro organizational behaviors in an organizational setting. The participants (n =181) completed a Micro and Macro Organizational Behavior Perceptions Questionnaire. Results showed perception differences exist between subordinates and supervisors. Additionally, participants perceived job satisfaction to be the most important micro organizational behavior, whereas organizational design was perceived to be the most important macro organizational behavior. However when comparing hierarchal positions in the organization, supervisors weighted leadership as the most important and subordinates weighted job satisfaction as the most important organizational behavior. While these findings only scratch the surface as to how organizational behavior is perceived, the implications challenge leaders to close the OB perception gap. Correspondingly, organizational behavior thinking may result in improving individual and organizational performance.
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A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools

A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools

Date: August 2015
Creator: Babino, Alexandra
Description: With the increase in emergent bilinguals and higher standards for all, the challenge for educational stakeholders is to fully utilize dual language programs as a prominent means toward meeting and surpassing rigorous state and national standards. Part of maximizing dual language programs’ impact, and the purpose of this study, was to provide detailed analyses of program models and student biliteracy development. Thus, the research questions sought to explore the level of understanding and implementation of dual language programs in general and the biliteracy component in particular at each campus, before documenting the second through fifth grade English and Spanish reading biliteracy trajectories of students at each school. Both campuses experienced more challenges in the implementation of the program structure, staff quality, and professional development rather than in curriculum and instruction. Furthermore, although both campuses’ students experienced positive trajectories towards biliteracy by the end of fifth grade, each campus was characterized by different rates and correlation between English and Spanish reading growth in each grade. Finally, the researcher conducted a split plot MANOVA to examine how much variance in the biliteracy trajectories was explained by school attendance, gender, initial English oral language and initial Spanish oral language; only school of attendance ...
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Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?

Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?

Date: August 2015
Creator: Brooks, Kanini Wanjira Ward
Description: Given issues in education concerning teacher shortages, the omnipresence of alternative certification programs and the growth of online programs in higher education, this study investigated teacher retention for 77 secondary education teachers who completed an online teacher preparation program in Texas. Teacher retention was examined from 2003-2013 and investigated the influence of factors such personal characteristics, working conditions and school setting characteristics on teacher retention. Data was collected electronically utilizing a survey instrument designed by two teacher education experts and I. A total of 21 variables and two open-ended questions were investigated using the survey instrument. Exploratory factor and hierarchical multiple regression analyses were conducted to identify a multi-factor model for teacher retention utilizing the participants' survey responses. These analyses yielded evidence of the program's effectiveness in preparing teachers for long careers. Specifically, the areas of program support, field experience, and classroom management were statistically significant factors that contributed positively to teacher retention. Additionally, variables outside the program, were examined. These factors included personal characteristics, working conditions, and school setting factors. The predictor model accounted for 56% of the variance; F (17, 54) = 3.015; p = < 0.001. In particular, working conditions contributed to 41% of the variance associated ...
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Teachers’ Concerns and Uses of Ipads in the Classroom with the Concerns-based Adoption Model

Teachers’ Concerns and Uses of Ipads in the Classroom with the Concerns-based Adoption Model

Date: August 2015
Creator: Stewart, Gail
Description: The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. ...
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Women and the Superintendency: a Study of Texas Women Superintendents

Women and the Superintendency: a Study of Texas Women Superintendents

Date: August 2015
Creator: Guajardo, Lesli Ann
Description: Education remains one of the most gender imbalanced fields, with disproportionately fewer women in higher levels of leadership. Women who reach leadership positions in education experience many triumphs and tribulations during their tenures as principals, assistant superintendents, and superintendents. The experiences of these women in their various administrative levels of leadership can provide important insight into the reasons for their success as women superintendents in Texas. This research has probed the career trajectory of nine women who have successfully attained and retained superintendencies in Texas to determine what career decisions have helped them and the challenges these women have faced in their positions. A qualitative research method, open-ended interviews, yielded several findings of what women considered important in proceeding from teaching through the various levels and ending in becoming superintendents. According to nine successful women superintendents in Texas, there are specific characteristics one can bring to the table that would really make a difference: Communication, collaboration, compassion, preparedness, hard work, and passion. All nine participants overcame challenges when climbing to the higher levels of leadership in education. These women have achieved success in the superintendency, and several factors appear to have played into the success of these women who have ...
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Efficacy in Texas Charter Schools Compared to Traditional Public Schools

Efficacy in Texas Charter Schools Compared to Traditional Public Schools

Date: August 2015
Creator: Keller, Karlyn
Description: The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had ...
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The Longitudinal Impact of Technology Immersion Through a One-to-one Mobile Technology Program on Reading and Math Performance in a Rural Title I Public School District

The Longitudinal Impact of Technology Immersion Through a One-to-one Mobile Technology Program on Reading and Math Performance in a Rural Title I Public School District

Date: August 2015
Creator: Ice, Laura R.
Description: In conjunction with the Texas Technology Immersion Pilot program (TIP), the State of Texas implemented a four-year annual evaluation called the Evaluation of the Texas Technology Immersion Pilot (eTxTiP). It focused on the technology immersion experience through one-to-one mobile technology of sixth grade students in 22 selected middle schools. Initial findings suggested academic growth, especially in math, increased rigor of student work, greater teacher collaboration, a more positive school environment, and transformation of instructional practices. This study focused on one of the original schools selected to participate in the TIP program, exploring the impact over time of one-to-one mobile technology on one group of students over an 8-year period beginning with their third grade year. The selected school’s demographic makeup reflected a large number of schools within the state, including its size, rural location and economically disadvantaged student population. Based on an interrupted time series design, state assessment data was analyzed using a piecewise growth model. The study revealed no statistically significant academic growth in reading and math performance among the participants.
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Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students

Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students

Date: August 2015
Creator: Zeske, Karen
Description: Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership ...
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Supporting Mathematics Understanding Through Funds of Knowledge

Supporting Mathematics Understanding Through Funds of Knowledge

Date: August 2015
Creator: Williams, Julie J
Description: Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Five Hispanic parents from three households participated in a series of three home interviews. The semi--‐structured interviews addressed family, school, and educational history of the parents, routines of the household, and perceived roles parents played in their children’s mathematics learning. Participants contributed to their children’s mathematics learning through various funds of knowledge including time management, music, sports, construction, shopping, and cooking. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities. This study contributes to the existing funds of knowledge research ...
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