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The Effects of Socioeconomic Status on Growth Rates in Academic Achievement.
The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was used to identify descriptive statistics. Due to the nested nature of the data, HLM was used to compare data on three levels- the test level, student level, and district level. Not economically disadvantaged students scored the highest on both TAKS reading and mathematics exams with a mean scale score of 2357 and 2316 respectively in 2003. Compared to the not economically disadvantaged students, students receiving reduce-priced lunches scored approximately 100 points lower, and lowest were the students receiving free lunches, scoring another 50 points below students receiving reduced-price lunches. The results revealed that while gaps in achievement exist between SES levels, little difference exists in the growth rates of the SES subgroups. The results of this study support the need for continued effort to decrease the gap between students who are not economically disadvantaged and those receiving free or reduced-price meals.
Multiple Measures of the Effectiveness of Public School Montessori Education in the Third Grade
The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity.
Improving Instruction through Teacher Evaluation: Principal and Teacher Perceptions of Leadership Practices and Policy Tools within the Evaluation Process
In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
The Effect of Parent English Literacy Training on Student Achievement.
When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is in fact, oppressing ELL students. One district in Texas The study involved ELL students in grades 1-12 in a school district in North Central Texas that uses its family literacy center as an intervention to aid ELL families in English language acquisition. Students fell into three categories: students and parents who attend the family literacy center English classes, students whose parents attend the family literacy center English classes but the students do not attend, and students and parents who do not attend the family literacy center English classes. The quantitative data for the study were reading and math Texas Assessment of Knowledge and Skills (TAKS) and Texas English Language Proficiency Assessment System (TELPAS) scores of ELL students administered by the district in spring 2005. The independent variable was attendance at the family literacy center English classes. A series of one-way analyses of variance (ANOVA) and descriptive statistics (mean, standard deviation, homogeneity of variance) was applied to the data and significant differences were observed on only two measures of the TELPAS. The qualitative data were phenomenological interviews of teachers at the district-run family literacy center. Data derived from in-depth phenomenological interviews were between August and September 2005.
Learning Management System Facilitated Blended Learning in Secondary Schools
The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the area of LMS-facilitated blended learning design in secondary schools.
Social skills use of adolescents with learning disabilities: An application of Bandura's theory of reciprocal interaction.
This was a mixed methods study designed to investigate the social skills use of adolescents with learning disabilities through an application of Albert Bandura's theory of reciprocal interaction. Data were collected through ranking surveys, observations, interviews, and school records. Three questions were investigated. The first question was to determine whether the language deficits of LD students contributed to their general decreased social competency. Through data from the Social Skills Rating System, the seventh grade participants were considered socially competent to some degree by self report, their teachers, and their parents. Factor analysis revealed students were the best predictors of their social skills use from all data sources. In ranking participants' social skills use, students and teachers were more strongly correlated than were students and parents, or teachers and parents. No relationship of any strength existed between the participants' cognitive ability and their social competence. A use of Bandura's determinants indicated that a relationship existed between some subtypes of learning disabilities and some types of social skills misuse. The participants diagnosed with reading disability, auditory processing disability, receptive/expressive language disability, or nonverbal learning disability all made the majority of their observed social skills errors in the environmental determinant of Bandura's triad of reciprocal interaction. The participants in the four subtypes experienced their information processing deficits in attending to environmental stimuli, or in attending to inappropriate environmental stimuli. The area of the subtype of information processing deficit aligned with the determinant in which the participants in that subtype's social errors were experienced. Bandura's triad of cognition, environment, and behavior was not equilateral because the balance did not exist between the three determinants in participants with learning disabilities.
The Parent Participation Discourse of a Community School: Diverse Ideas and Perceptions about Educational Partnership at an Inner City Community School
Despite the widespread recommendation that schools "collaborate" with parents, little is found in the literature to elaborate on what this term or the common synonym "partnership" means, and further, how schools can invite diverse parental contributions to the table of educational discourse. The current study looks to contribute to the literature by analyzing the parent participation discourse in one community elementary school, utilizing critical discourse analysis and ethnographic observations. The findings reveal both school and parents' conceptions of the parents' partnership role as ancillary to that of the school's and the subsequent lack of true collaboration so advocated by the literature. Implications arise from this analysis which calls into question the examples of "collaboration" found in the literature, given the lack of theorizing regarding what collaboration inside of parent participation means. Contributions may shed light on the unintentional inequality of diverse parents in an effort toward true collaboration utilizing both the European American, middle class contributions of the educational institution alongside those of non-mainstream parents in creating an authentic educational atmosphere for diverse students.
Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy
The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.
A Comparison of Quantitative Skills in Texas Year-round Schools with Texas Traditional Calendar Schools
This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).
Who is Helping Our Children? Development of a Model for the Training of Tutors for America Reads
The purpose of this research study was to examine the effectiveness of training for college work study students who participated in an America Reads program, which was designed to help at-risk children struggling with reading. Two groups participated in this research study. One group of college tutors had minimal training in reading strategies at the beginning of the study and the other group of college tutors had continuous training and feedback throughout the study. The research study sought to answer the following questions: 1) Will training for college student tutors in the area of reading, more specifically in the strategies and skills, help improve their comprehension and vocabulary? And 2) Will training for college student tutors in the area of reading, more specifically in strategies and skills, significantly improve the comprehension and vocabulary scores of the children being tutored? This was a quasi-experimental research design, used to examine the effectiveness of training college students participating in the America Reads program. The tutors were pre-and post-tested, measuring both their vocabulary and comprehension knowledge at the beginning and the end of the study. The children being tutored were also pre- and post-tested, measuring both their vocabulary and comprehension knowledge at the beginning and the end of the study. The statistical analysis for this design was the analysis of covariance (ANCOVA). The ANCOVA was used to handle the main threat to the internal validity of this research design, due to the fact that the tutors for the control and experimental group were not selected randomly. The tutors and the children were randomly assigned to two groups. The control group of tutors received minimal training (11 hours) and the experimental group received the same minimal training with extra (21 hours) weekly training added. The study began in October 1999 and ended in December 1999. …
The Effectiveness of Institutionalization of a Curricular Change in Department of Defense Dependents' Schools
In this study factors which affect the degree of implementation of a curricular change were examined to determine how well a specific curricular change was implemented in relation to the original intent. The change, Developmentally Appropriate Practice, was implemented in Department of Defense Dependents Schools, Germany Region, beginning in school year 1991-1992 in grades kindergarten through two. During school year 1993-1994, grade three began the transition to Developmentally Appropriate Practice. Several factors which influence teacher behavior during the implementation process were investigated to determine if there is a correlation between those factors and degree of implementation, the dependent variable. The independent variables in this study were school culture; administrators' leadership effectiveness; teacher concerns about the implementation; and teacher characteristics including age, years teaching experience, years experience in Department of Defense Dependents' Schools, and training. The degree of implementation, the dependent variable, was defined in terms of the extent to which teachers had changed their behavior to become congruent with behavior required by the change. Teachers were identified as high, moderate, or low implementers, based on classroom observations. One purpose of the study was to increase understanding of implementation by analyzing the factors which affect the behavior of teachers in the change process. A second purpose of the study was to add to the body of research that explains why so many educational changes fail to become established practice. To establish interobserver reliability, two observers rated teachers using the same protocol. The interobserver reliability coefficient found was reported at .9820. The participants in the study completed the Stages of Concern Questionnaire, the Administrative Effectiveness Survey, the School Culture Survey, and a demographic survey. The results were correlated with the Early Childhood Classroom Observation form. Amount of training was found to have a statistically significant positive relationship with degree of implementation (p=.006). …
Alexander Campbell and the Power of Education
This educational biography is a study of Alexander Campbell's (1788-1866) educational activities and educational thinking. These activities included the following: his creation of Buffalo Seminary; advocacy for common schools at the Virginia State Constitutional Convention of 1829-1830; participation in the Western Literary Institute and College of Professional Teachers of Cincinnati, Ohio (an organization for educators); speeches on education and common schools; founding Bethany College in present-day Bethany, West Virginia; and his discussion of educational issues in his journal, the Millennial Harbinger. The study explores how Campbell's unique early-life affected his future educational life. His early-life included intensive study under his highly educated father, home-training in Christian piety, and studying for a time at the University of Glasgow. The study focuses especially upon Campbell's involvement in the College of Teachers, his founding of Bethany College, and his major educational ideas. Some of Campbell's major educational emphases include: the need for public education; human knowledge as a national resource; moral education; lifelong learning; female education; student interest; a broad and holistic conception of education; a focus on early childhood education; utilitarian education; and the power of education. This study concludes that the overarching theme of education as power pervades Campbell's educational thinking.
A Chronological Study of Experiential Education in the American History Museum
This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, examples of experiential learning, and multicultural activities are detailed. Then findings are discussed by patterns of delivery: sensory experiences, actions as diversion and performance, outreach of traveling trunks and of organized activity, crafts as handwork and as skills, role-playing, simulation, hands-on museum work, and minor patterns. The decline of involvement of citizens in the civic and cultural life of the community has adversely affected history museums. Experiential learning can stop this trend and transform museum work, as open-air museums and the National Park Service have demonstrated. In the future history museums may include technology, a more diverse audience, and adults …
The Effectiveness of Business Leadership Practices among Principals on Student Achievement on Public School Campuses in Texas
The purpose of this descriptive study was to determine if business leadership practices by Texas public school principals have an impact on principals' campus student achievement in mathematics and reading, as measured by TAKS scores. The survey instrument was the Leadership Assessment Instrument (LAI), developed by Warren Bennis in 1989. The survey instrument was electronically distributed to a sample of 300 public school principals in Texas. Of the 300, 140 principals completed and returned the survey, for a response rate of 47%. The Statistical Package for the Social Sciences (SPSS), version 16.0, was used for the analysis of data, which included descriptive statistics, analysis of variance, and regression. In addition, reliability for the LAI was also calculated. The LAI consists of the following five categories of effective business practices: focused drive, emotional intelligence, building trust, conceptual thinking, and systems thinking. No significant relationships were found between principals' use of LAI elements and student achievement in mathematics and reading. However, the lack of significant relationships between the business model as used in public schools and student achievement reveals that current models of principal preparation programs do not result in school leaders who are adequately prepared to increase student achievement. Further research is recommended as public school leaders continue to seek alternative strategies and innovative practices to improve student achievement.
Evolving Curricular Models in Culinary Arts: An Instrumental Case Study of a Technical Field
The purpose of this research study was to examine how chefs and other individuals in the food industry understood the field of culinary arts. This study used an instrumental case study with purposeful sampling of multiple cases. Through a series of open-ended interviews using snowball-sampling strategy that concluded with 45 participants sharing their experiences in culinary education and employment, several themes emerged across all of the interviews: (1) Disempowerment of those who have been successful in the culinary arts; (2) Conflict in the field; and, (3) Needs of employers not being met. Following the analysis of the data, two research questions were inductively formed: (1) How do the participants' understandings vary based upon the three models (apprenticeship, associate degree, and baccalaureate degree) of culinary education? (2) How do these themes vary depending upon the three models of culinary education? What resulted was thick description of the impact of the three models of formal chef education has had on the field of culinary arts, followed by the potential in the development of the baccalaureate degree model as it represented an opportunity for field redefinition in culinary arts. This study produced a set of data revealing that current culinary education has become one that has bred disempowerment, continued conflict in the field of culinary arts, and left needs unfullfilled related to technical skills required for successful employment. The shift from the time-consuming and expensive model of apprenticeship to the development of the associate degree has necessitated a reconsideration of culinary education. What has been offered in this research is the potential for a transformation facilitated within a baccalaureate degree that could intertwine both technical skills and academic knowledge.
Elementary Teacher Attrition and Factors of Organizational Climate
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.
Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation
The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.
Role Conflict and the School Resource Officer Position
This was a quantitative study designed to determine the role orientation and role behavior of school resource officers in public secondary schools in a metropolitan area of central Texas. The perception of role orientation and role behavior was assessed by two relevant groups: secondary school principals and school resource officers. Each group's perception of role orientation and role behavior was compared to determine if role conflict was an inhibiting factor in the job performance of the recently created school resource officer position. This instrument relied heavily on the work of James Telb who conducted a 1982 study involving the role perceptions of public safety officers in public institutions of higher learning as viewed by senior patrol officers and campus judicial officers. A questionnaire was distributed to both groups to assess perceptions of role orientation of school resource officers as either service oriented or law enforcement oriented. A statistically significant difference in role orientation was identified between groups on two factors: maintenance of traditional police values and police discretionary powers and handling of behavioral scenarios.
Experiences and Perceptions of Students in Music and Mathematics
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 fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the …
Meta-Analysis of the Impact of After-School Programs on Students Reading and Mathematics Performance
The purpose of this study employing meta-analysis was to assess the impact that after-school programs have on reading and mathematics outcomes. The participants in the primary studies were students in Grades K through 8; years 200 through 2009. The study utilized the theory of change as its theoretical basis. This meta-analysis used the effect size as the standard measure. It began with an overall Cohen's d of .40 for the impact that after-school programs have on reading and mathematics outcomes, and then proceeded to analyze three moderator variables: subject, time periods, and grade level.The findings of the meta-analysis, both overall and sub analyses, show that the independent variable, after-school programs, has an impact on the dependent variable, reading and mathematics. The overall results indicated that after-school programs are educationally significant in the areas of reading and mathematics combined. As for the moderator variable, the results for the areas of (a) subject (reading and mathematics), (b) time period (2000-2002, 2003-2005 and 2006-2009), and (c) grade (middle, and middle plus elementary combined), all indicated educationally significant results. The notable exception was the grade moderator, elementary.This study provides more information for researchers, practitioners and policy makers upon which to make practical research based decisions about after-school programs for the purpose of determining the applicability of such in their educational setting.
A Content Analysis of Children's Historical Fiction Written about World War II
The purpose of this study was to investigate the evolution of children's historical fiction dealing with World War II in order to describe the changes that have occurred over the past 50 years. Two questions were asked in the study: (1) Has the characterization of protagonists portrayed in historical fiction about World War H evolved since 1943? and (2) Have the accounts of the events of World War H portrayed in historical fiction evolved since 1943? Content analysis was used as the method of collecting data. The sample consisted of 86 novels written from 1943 to 1993. Upon completing the reading and coding, the researcher discussed the categories and questions posed. As part of analysis, the discussion of the novels in each period was accompanied with an overview of trends in children's literature and events affecting society. The analysis led to the following conclusions: 1. Authors were impacted by changes in the social and political climate, as evidenced by the changes in the gender of the protagonists, an increase of violence, and the inclusion of women. 2. Novels written during the 1980s and 1990s were written with a stronger American perspective. 3. At the time that an increase of violence was seen in American society, descriptions of World War II events and protagonists' actions became more violent and more graphic. 4. Though the bombings of Hiroshima and Nagasaki ended the war with Japan, an inadequacy still exists in the number of novels that provide readers with details related to the atomic bombs. Though much of World War II was fought in the Pacific Rim, a deficiency remains in the number of novels set in Pacific Rim countries. Recommendations for further research include performing a study that examines other genres, analyzing the changes observed in the portrayal of protagonists. A study …
Supplementing Annual School District Budgets: Partnerships, Fundraisers, Foundations, and Local Support Venues
School finance is the topic of numerous research studies; printed in newspapers and magazines, heard on the radio and television, and frequently spoken among educators throughout the nation. Anyone dealing with education is searching for methods of obtaining additional funds for projects and supplies; and even adding money directly to school districts' budgets. To better understand the importance of searching for additional funds to supplement the annual school districts' budgets, this study examines four sources for obtaining financial assistance: partnerships, fundraising, foundations, and local source venues. Participants include 10 school districts in the state of Texas having only a single high school campus; five Chapter 41 school districts and five Chapter 42 school districts. Two school districts are selected from each classification level: A, AA, AAA, AAAA, and AAAAA. One Chapter 41 (wealthy) district will be compared with one Chapter 42 (poor) school district within the same classification level. The five selected Chapter 41 school districts are above the equalized wealth limit of $305,000 per weighted average daily attendance. Data gathering procedures utilize a purposive case study by interviewing administrators in each of the school districts; studying Texas Education Agency's School Report Card, each school district's Actual Financial Data Report; sending a survey to a district administrator within each school district; gathering data from the directors of partners-in-education or adopt-a-school programs; reviewing financial records from booster clubs and education foundations; and studying financial audits for each of the school districts. This study looks at the dependency on outside financial assistance to further educational endeavors, whether they are for enrichment purposes or for extended educational pursuits. The study examines how each school district utilizes some combination of supplements to obtain additional funds for their annual budgets, whether the district is classified as Chapter 41 or 42. Using the actual financial data …
Lived Experiences of Women Superintendents that Impact Promotion into the Superintendency in Texas Public School Districts
Women continue to be underrepresented in superintendent roles in public schools. The purpose of this narrative inquiry was to explore the lived experiences and perceptions of women superintendents regarding the professional and personal factors that impacted their ability to be promoted to the position of superintendent in Texas public school districts. I applied role congruity theory (RCT) to participants' shared stories to ascertain how their promotion to the superintendency was affected by gender-related role stereotypes. Based on that lens, my findings revealed that every woman believed both formal and informal mentorship and networking opportunities were critical factors in being promoted to the superintendency and their continued success in that role; they perceived they had control over deciding how to balance family and work-life, they agreed they needed to have a supportive family; they perceived that hard work was directly correlated to promotion to or success in the superintendency, more so than gender. While each of the women may have experienced gender-related issues in their career, none perceived that gender-related issues impacted their ability to be promoted. Most of my participants said the career path they followed was a factor, and suggested that other women should be strategic about which superintendent position they should accept. As a result of my findings, I make recommendations that should be offered to women who want to pursue the superintendency and for future research.
Exploring Principal Burnout
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.
A study of the relationships between personality as indicated by the Myers Briggs Type Indicator and leadership strengths and weaknesses as identified by Skillscope
The purpose of this study was to improve the quality of information used in leadership assessment and development programs. The study determined the relationships between personality type, as indicated by the Myers-Briggs Type Indicator (MBTI), and leadership strengths and developmental needs as measured by Skillscope. The study also determined the relationships between personality type and congruence between self-awareness of strengths and developmental needs and ratings by knowledgeable observers. The discriminate analysis of the Skillscope leadership feedback instrument compared with the selected personality types revealed that personal management was a strength for both ISTJs and ESTJs. The decision-making skill was a strength for ISTJs, and power/influence was determined to be a strength for ESTJs. The high energy/results oriented skill was determined to be a developmental need for ISTJs. There was agreement between ENTJs and other raters as they both saw interpersonal relationships as a strength for that type. INTJs underrated themselves in interpersonal relationships, and ISTJs underrated themselves in decision-making. Further study is recommended to expand the general body of knowledge of leadership development research. Of particular concern are methods to identify and explore developmental needs of leaders and how those needs can be addressed in training programs. Three hundred sixty degree feedback instruments should be further analyzed in an effort to explain the differences between raters. Of concern is the high percentage of ISTJ types, which reveals a need to expand research to include significant numbers of other personality types. Consideration should be given to studies that identify the unique contributions of gender to leadership skills and development, and the impact culture has on leadership in organizations. Although statistically significant research is difficult to obtain in the behavioral sciences, the effort is worthwhile as it provides information that allows leadership development decisions to be made based on dependable data.
An Analysis of Program Options for Gifted Middle School Students
The purpose of this study was to compare three different types of programming options for identified gifted and talented middle school students.
The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep)
This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (NAEP) using a causal-comparative research design. Teacher quality variables related to teacher credentials, instructional methods, training, and support were selected from the NAEP background questionnaire. Descriptive and inferential statistical analyses were used to examine teacher background information and fourth grade reading NAEP scaled scores using measures of central tendency, independent t-tests, analysis of variance, and Tukey’s HSD post hoc analysis. Findings suggest that certain teacher quality variables positively impact fourth grade reading achievement. Significant differences existed among fourth grade reading scaled scores for the following variables: teaching credentials [region (p < .05), traditional preparation route (p < .001), highest degree earned(p < .05), years of experience (p < .001)]; instructional methods [reading aloud by students (p < .01), questioning character motives (p < .01), student selection of reading materials (p < .001), explaining/supporting text (p < .05), identifying main theme (p < .001), time spent on reading (p < .001), primary language arts integration (p < .05)]; teacher support [instructional grade level support/technical assistance by reading specialist (p < .05) and mentoring (p < .05)]. This study expands the current literature on teacher quality by exploring the effects of teacher variables on reading achievement.
Academic Progress Scores to Predict Performance on a State Assessment
This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides information on the predictive validity of benchmark assessments. Specifically, this study looked for predictive evidence that indicates how accurately test data can predict criterion scores. Findings revealed, through a multiple regression analysis, that the fall MAP Rasch Unit (RIT) scores predicted the STAAR scale scores. Using SPSS version 22, the data were entered and analyzed in a multiple regression model to determine the presence of a statistical trend or lack thereof. Demographic data and MAP scores were entered into the regression model to examine the predictive validity of the MAP assessment in determining student performance on the STAAR seventh-grade state-mandated reading assessment. The statistical analysis revealed that MAP RIT scores explain a significant variance related to seventh-grade STAAR reading scale scores. There is a vital need for tools that improve a student's academic development and MAP assessments have been found to predict performance on state-mandated assessments.
Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School
This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the themes that arose from research questions one and two: what are teachers' perceptions of the academic problems facing (ELL) students as they enter the mainstream classroom? What instructional practices do regular teachers use to meet the academic needs of students? Part two presents the students' perceptions and addresses the findings from research questions three and four: what are (ELL) students' perceptions of the academic challenges facing them in the mainstream classroom? What are the ELL students' perceptions of the instructional practices used by mainstream teachers to meet their academic needs? Part three addresses the fifth research question that guided this …
Professional Learning Communities: A Comparative Case Study of Shared Personal Practice
Effective instructional practice has a significant impact on student learning. Shared personal practice within a professional learning team (PLT) is one of the key elements in consistently improved instructional practice. However, this PLT characteristic is often the least evident and the hardest to absorb into PLT culture. This study examined the relational characteristics, facilitating factors, or barriers to shared personal practice within a PLT. Two PLTs in core subject areas across two Texas high school campuses were included in this comparative case study. Data from document analysis, PLC observations, focus group interviews, and in-depth individual interviews were examined thematically to answer the research questions guiding this study. The results of this study revealed that building strong relationships and an emphasis on collective creativity were strong predictors of sharing personal practice. Collective clarity on PLT practices and the purpose of sharing personal practice increased the success and occurrence of sharing personal practice. The results also revealed that the copious tasks of teaching and negative perceptions of being observed by colleagues hindered consistent sharing of personal practice. This study describes the current context of shared personal practice as a foundation for future studies to examine how practice can be transformed.
Perceptions of agency: Beliefs of four adolescent girls in high school as revealed through literature discussions.
Published research suggests that cultural practices and institutional structures influence adolescent girls' engagement and achievement in school. This study was an attempt to further investigate that claim by describing the perceptions of agency held by four adolescent girls in high school. Members of the same English class, the girls volunteered to participate in three lunchtime meetings to discuss Evelyn Coleman's (2001) Born In Sin. Analysis of classroom observations, transcripts of audio recordings of the book discussions, and individual interviews yielded a more precise definition of agency than those used in previous research, including a view of agency as dialogic. In addition, four major themes describe these girls' agentic moves: (1) a temporal orientation, which connects the past, present, and future; (2) responsibility for positive and negative events; (3) strategic decision making; (4) negotiating with people in power. Implications of this study inform both teaching decisions and future research related to adolescent girls.
Effects of Background Music on Preschoolers' Attention.
Background music is often used in preschool classrooms with the belief that music makes children smarter and increases attention. The purpose of this study was to determine if background music increased children's focused attention during play activities. Focused attention occurs when children maintain attention to a task regardless of distractions. This quasiexperimental study investigated background music and play in a laboratory setting. I videotaped individual children during play with math manipulatives in a pretest-posttest research design with background music used as the treatment. Forty-three 3-, 4-, and 5-year-olds played for 15 minutes. The first 5 minutes of play had no music (pretest), the second 5-minute play episode had background music (treatment), and the final 5-minute play episode had no background music (posttest). Data were analyzed using one-way repeated measures analysis of variance. Findings revealed that the subjects paid less attention to the play task with background music than they did during the pretest, with no music. Another key finding was that children with more musical experiences at home, as reported by the Child's Home Musical Experience Survey (CHIMES), exhibited longer periods of focused attention with background music. This study confirmed previous research that 3-year-old children have shorter focused attention than 4- and 5-year-old children with and without background music. These findings have implications for teachers and parents that background music, instead of increasing attention in children, might indeed decrease children's focused attention during play activities.
A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies
A single case study was used to examine two middle grades mathematics teachers' use of short-cycle formative assessment strategies. Data was collected using multiple sources to provide a description of this single case. Participant change in knowledge of short-cycle formative assessment strategies was collected and analyzed through participant pre- and post-interviews and targeted instructional support was provided through professional development sessions designed to meet diverse needs of participants. Participant change in use of short-cycle formative assessment strategies was collected and analyzed through classroom observations using Assess Today observation protocol and targeted instructional support was provided through post-observation conferences with written feedback. Findings from the study verified that changes in teachers' use of short-cycle formative assessment strategies were positively influenced by the targeted instructional support provided to each participant during the study. The study further indicated that an assessment of teacher's present knowledge and use of short-cycle formative assessment strategies should be considered before providing targeted instructional support to maximize the learning potential for each teacher. Future research is needed regarding the importance of building student self-efficacy through teacher use of short-cycle formative assessment, as well as the importance of involving students in the formative assessment process.
The Impact of Early Childhood Education on Academic Achievement
Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.
The Effect of Parent Involvement Training on the Achievement of Hispanic Students
The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.
Podcasting in an Eighth-Grade American History Class
The purpose of this study was to see how students used podcasts in an eighth-grade American history unit and the value they placed on them as an educational tool. The 6-week study was conducted in a suburban middle school in a district that is part of a large metropolitan area in Texas. Participants included 29 students and 2 eighth-grade teachers. The research questions were the following: (1) How do students use podcasts in an eighth-grade American history class? (2) How do students perceive the impact of the podcasts on their overall learning of the subject material? and (3) Do the podcasts motivate the students to study? Quantitative data were collected through a Likert-scaled student survey and logs kept by students. Qualitative data were collected through an open-ended portion of the student survey, student focus group discussion, and a faculty interview. The treatment tools were audio podcasts in the form of vocabulary-quiz reviews, historical vignettes, lectures, and a unit test review—all on the topic of the American Revolution. The data indicated that the students primarily used their computers at home to listen to the podcasts as they prepared for quizzes and/or the unit test. The students believed that the podcasts had a positive impact upon their grade, were a positive educational tool, and helped them to better understand the material at hand. The students also wanted to see an expansion of podcast usage in other subjects. The students claimed that it motivated them to study and the participating teachers agreed that it motivated the students to study in a non-traditional manner. Data illustrated a need for further research regarding podcasting’s impact on grades and performance at the K-12 level, student podcast construction, podcast delivery modes, and podcast use with special education and ELL students.
Effects of Child Development Associate Credential System 2.0 on Candidate Success Rates
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 research study to examine the CDA credential process. The findings demonstrate that the 2.0 system provides candidates with necessary supports to be successful. A significant question arising out of the data is how a determination is made to issue a credential. Before QRIS and public policy initiatives employ more efforts to professionalize the field of early childhood – primarily through the CDA credential – the process by which one obtains a credential should be more thoroughly examined.
Urban Elementary Teachers' Perceptions of Multicultural Education and Culturally Responsive Pedagogy
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.
Intentions and Implementation of the Professional Development and Appraisal System in Texas
The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 secondary teachers chosen randomly from three school districts in North Central Texas. The districts were selected to represent a variety of sizes in regard to student population and represent diverse student population characteristics and socioeconomic levels. Data from the semi-structured interviews and the returned surveys were analyzed to determine the designers' intentions and areas of emphasis and to describe the alignment the teachers' perceptions and the designers' intentions. Quantitative data gathered from the surveys were analyzed using descriptive statistics as well as a correlation and function analysis and analysis based on a Cronbach alpha coefficient. The analysis of data revealed the following: 1. Teachers perceived that the implementation of the PDAS has a high level of effect in the areas of learner-centered instruction; classroom management; support for all students; the professional growth of teachers; communication; learning application; and, TAAS improvement. 2. Teachers' perceptions were not affected by years of experience. 3. Teachers' perceptions were not affected by their field of instruction. One implication of this study is that the final design represents the intentions of designers, although the area of student achievement is not weighted as heavily in teachers' evaluations as was originally intended. Furthermore, education leaders in Texas may conclude that teachers perceive a high …
Photographic metaphors: A multiple case study of second language teachers' experiences using the acquisition model.
The purpose of this study was to examine and document second language teachers' perceptions of their implementation of a meaning-making approach, known as the Acquisition Model, to second language instruction. Of particular focus were the concerns and strategies the second language teachers experienced when changing their pedagogical practice from mechanical to meaning making. The main research question, which guided this study, was: "What is the 'lived experience' of L2 teachers as they implement an innovative pedagogy to teach a second language?" The researcher addressed this research question through Max van Manen's (1990) six step phenomenological method, "Researching Lived Experience" and image-based research techniques (i.e., photo elicitation and reflexive photography). In addition, the researcher also created and applied an innovative data collection technique, which she called Collaborative Imagery. Findings from this study generated various implications in the areas of second language education, curricular change, teacher reflection, image-based research, and educational research.
A multi-state political process analysis of the anti-testing movement.
I applied McAdam's political process model for social movement analysis to examine the level of collective resistance to high stakes testing in California, Massachusetts, New York, South Carolina, and Texas from 1985 to 2005. Data on protest occurrences in those states were gathered from online news reports, anti-testing organization websites, and electronic interviews from individuals associated with the anti-testing movement. Variables used in the analysis included each state's key educational accountability legislation, political affiliations of state political leaders, state political leaders' support of accountability issues, student ethnicity profiles, poverty indicators, dropout rates, and collective bargaining laws. I examined the relationship between those variables and protest development in terms of the political process model's three components: framing processes, mobilizing structures, and political opportunity. I concluded California and Massachusetts, with their strong networks of anti-testing organizations, showed more instances of protest than any other state. Slightly fewer protests occurred in New York. Texas showed few instances of anti-testing protests and there were no reports of protests in South Carolina. There was evidence of framing efforts from both proponents and opponents of high-stakes testing, with proponents' framing efforts tending to be more covert. I found that anti-testing protests were primarily initiated by middle-class and affluent groups of citizens, who demonstrated greater political access but whose major concerns differed by state. Evidence showed that although all five states have Republican governors, protests emerged more readily in the three states whose legislatures had a Democratic majority. I found that protest efforts were inhibited when protesters faced serious consequences as a result of their actions. In addition, state political leaders began to take part in the anti-testing protest movement once the state became subject to sanctions under the strict performance requirements imposed by No Child Left Behind. Overall, the political process model proved to be a …
To Seal or Not to Seal? Equity and Policy Discourses in the Texas Seal of Biliteracy
Initiated in California in 2011, the Seal of Biliteracy is a distinguishing graduation recognition honoring the academic success of bilingual biliterate high school seniors. The purpose of this study was to illuminate and describe Texas language education policy discourse by critically examining policies including the Seal of Biliteracy and Texas' House Bill 5 Performance Acknowledgment. This study used the discourse of language policy frameworks, global human capital (GHC), and equity heritage (EH). Viewed as a hegemonic discourse adversely affecting current landscapes of dual language education, GHC is demonstrated by a rise in elite bilingualism and neoliberal effects on language education, including an inclination to commodify and marketize language learning. The EH discourse is focused on language programming and support of emergent bilinguals developing multiple linguistic systems simultaneously, for heritage language maintenance and growth in English. This study critically analyzed Texas macro language policies and discourse alongside the school district's micro level implementation of these policies. Using critical policy analysis, this research explored the interpretation and implementation of Texas language policies, and their impact on language minoritized students. Analytical methods also included a critical discourse and content analysis. Findings revealed an enlightened understanding of the Texas context for the biliteracy seal initiative and how language policy, power, and discourse operate within bilingual education on various levels. Evidence of EH discourse was found, in addition to opposing policies which countered the equity language framework. Implications and recommendations are suggested to minimize language inequalities, prioritizing educational access and equity for marginalized and linguistically diverse students.
The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study
This descriptive multi-case study systematically explored the team teaching relationship between a secondary teacher and a university faculty member. Multiple interviews, classroom observations, and analysis of available data provided insights into the interactions of these particular collegial-teams, drawn together for the purpose of providing rigorous STEM curriculum to high-ability students during a three-week residential program. Data revealed that successful collaboration can be described by the emergent themes of reciprocity, respect, flexibility, and time. It appears that an active interchange, or reciprocity, and mutual respect between partners during curriculum/lesson/unit planning, instructional delivery, and assessment facilitate effective collaborative instruction. Findings further revealed that instructors expressed an overall positive experience with collegial-teaming; one that has been valuable to them as professionals. The university instructors reported acquiring and improving upon their own pedagogical skills, while the high-school instructors reported gains in terms of obtaining in-depth content knowledge. The partnership also assisted in bridging insights between the secondary and college arenas in terms of content and academic expectations at both levels. The overall experience provided professional growth and development that would not have occurred without the unique pairing of a high-school instructor and a university faculty member.
Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model
The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.
Organizational Behavior: Perceptions Analysis of Micro and Macro Organizational Behavior in an Organizational Setting
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.
Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores.
This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the Biology End Of Course (EOC) exams were analyzed using ANCOVA, Chi Square, and Logistic Regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant difference between the two groups. The effects of inquiry-based professional development may not be determined by analyzing the results of the standardized tests currently being used in Texas. Inquiry training may make a difference, but because of factors such as the ceiling effect, insufficient time to implement the program, and test items that are intended to but do not address critical thinking skills, the TAAS and EOC tests may not accurately assess effects of the Inquiry Institute. The results of this study did indicate the best predictor of student mastery for the 8th grade science TAAS and Biology EOC may …
The Transfer and Sustainability of a School-Wide Writing Program: Year 2.
Writing is an important life skill that all students need in order to succeed in today's society. However, proficient writing skills develop over time, requiring years of quality instruction combined with motivation, encouragement, and lots of practice. School-wide writing is an approach that provides specific writing instruction in a consistent manner across all grade levels, allowing students to develop increasingly complex writing skills and strategies over time. Implementation of programs, such as school-wide writing, requires teachers to transfer new understandings and skills from the training room to the classroom as well as efforts to sustain the program over time. This multiple case study examines the characteristics of an elementary school-wide writing program that was introduced in the field by local teachers and transferred five years later to another school in the same district. The study also examines factors affecting the transfer and sustainability of the program during the second year of implementation. Findings from the study indicate that the elements of school-wide writing transferred from School 1 to School 2 at a low road level of transfer. Factors affecting transfer included inquiry, ongoing training, support systems, authentic writing experiences, and time. Factors contributing to sustainability included ongoing support, accountability, communication, positive feelings, time, and individuality.
An Analysis of Changes in Perceptions of Certified Athletic Trainers from 1996 to 2006 on the Women in Athletic Training Survey
This study investigates how perceptions vary in athletic trainers regarding issues pertaining to women in the profession. Subjects included 1500 male and 1500 female certified athletic trainers who responded to 44 demographic and perceptions survey items used to determine whether perceptions were different based on the respondent's gender. Results were compared to a previously disseminated survey in 1996 to also determine if perceptions had changed from 10 years earlier. Results regarding the presentation of awards and the attainment of leadership positions in the organization were also compared to actual data collected. The data suggested that males perceptions had not changed, but females' perceptions had changed, in that females perceived that opportunities had improved. Data regarding the number of females who had ascended to leadership positions or had received awards did not support these perceptions, however, and female athletic trainers continue to struggle to obtain equality in both of these areas. Additionally, homosocial reproduction continues to influence the decreased number of women who are hired into various jobs, or advance into leadership positions, maintaining patriarchy in the athletics arena and in the athletic training organizations. Results suggested that because athletic training has been dominated by men since its inception, patriarchy continues to influence the lack of ascension of women into leadership positions and awards recognition. Many women are choosing to leave the profession due to the gender role pressure that they can not sustain a career in athletic training and raise a family. Men's professional sports continue to reject the concept of hiring women to serve as athletic trainers with their athletes, which also continues to preserve a patriarchal environment.
Early Childhood Educators' Beliefs and Practices about Assessment
Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the controversy between standardized testing and alternative assessment. This research examined what early childhood educators in one north Texas school district believe about assessment of young children and what assessment methods they report using in their classrooms, as well as factors which influence those beliefs and practices. The sample for this study was 84 teachers who taught prekindergarten through third grade. An eight-page questionnaire provided quantitative data and interviews and the researcher's journal provided qualitative data.
A Comparison of the Academic Intrinsic Motivation of Gifted and Non-gifted Fifth Graders Taught Using Computer Simulations and Traditional Teaching Methods
This study investigated the use of interdisciplinary computer-based simulations compared to traditional teaching methods. The academic intrinsic motivation of gifted and non-gifted students was analyzed using a quasi-experimental design, similar to a pretest/posttest design.
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