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  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Collection: UNT Theses and Dissertations
The Constitutionality of Dress Code and Uniform Policies

The Constitutionality of Dress Code and Uniform Policies

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Date: May 2005
Creator: Stromberger, Joanne
Description: This dissertation proposes to delineate the criteria for determining the constitutionality of public school dress codes based on an examination of relevant case law. The study addresses the following underlying questions: (1) Do students have a constitutional right to freedom of choice regarding their personal dress and grooming in public schools? (2) If so, what is the origin of the right? (3) What justification does a school district need in order to intrude upon the right? (4) Does the extent to which there is a right, and that it is accorded support by the judiciary, depend on the student's age and grade level? (5) What do state statutes say about dress codes and uniforms? (6) Do state statutes comport with the circuit courts' rulings in the various jurisdictions? The first part of Chapter I examines the purpose of school uniforms as set forth in relevant educational literature and commentary. The second part of the chapter examines empirical evidence on the effects of dress codes and uniforms. Chapter II addresses the first three questions listed above concerning students' right to choice in personal dress, the origins of such a right, and the justification required for a school to intrude upon this ...
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A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates

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

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

The relationship among teacher expectations, teacher attitudes toward the TAAS, and student achievement

Date: December 2000
Creator: Sweatt, Shelley S.
Description: Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especially since no studies on teacher attitudes toward the TAAS test have been found. This correlational study measured teacher attitudes toward the TAAS and teacher expectations for students through data collected from a survey. Student achievement information was collected from averaged Texas Learning Index scores for students by classroom over a two year period. The sample consisted of 22 4th, 8th, and 10th grade reading and/or math teachers who had taught in the same Texas mid-sized, rural school district for at least two years. Frequency, percent, mean, and standard deviation were used to analyze the responses on the survey. A median score distinguished between high/low expectations and between positive/negative attitudes toward ...
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Exploring Thai EFL University Students' Awareness of Their Knowledge, Use, and Control of Strategies in Reading and Writing

Exploring Thai EFL University Students' Awareness of Their Knowledge, Use, and Control of Strategies in Reading and Writing

Date: December 2006
Creator: Tapinta, Pataraporn
Description: The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language ...
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Actions Taken by Texas School Districts to Prevent Fraud

Actions Taken by Texas School Districts to Prevent Fraud

Date: May 2011
Creator: Taylor, Gordon Douglas
Description: This research is a descriptive analysis answering the question, what measures are currently taken by the leadership―boards of trustees and superintendents of schools―of Texas school districts to prevent embezzlement? The research perspective utilized was quantitative with a descriptive, cross-sectional design. Data collection was accomplished through a survey with questions constructed from the most commonly recommended strategies discovered through the review of literature. The survey was distributed to the 1031 superintendents of school districts in Texas via email. The response rate was 33% or 339 returned surveys. The data set created concentrates on the four most common preventive measures: policy and procedure, management, auditing, and ethics. These measures are considered as they function to interrupt the principles of the fraud triangle. Comparisons were completed regarding region, district size, superintendent tenure and superintendent experience. Policy adoption was found to be extremely widespread. Procedures written to fully implement policy were less prevalent. Review of management practices found problems concerning credit cards, personnel evaluations, and password access to multiple computer finance recordkeeping systems concentrated in one employee. External auditing programs were universal due to statutory mandate but internal auditors and internal audit committees were few. Ethics training for business office personnel existed but with ...
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The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices

The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices

Date: May 2013
Creator: Thibodeaux, Lisa M.
Description: The purpose of this study was to attain and analyze data regarding high school English teachers' beliefs about grading practices and their self-reported grading practices, to identify and understand disparities that exist between teachers' beliefs and self-reported practices, to identify discrepancies between the same self-reported practices and evidence of the practices actually utilized, and to consider teachers' perceptions as to the causes for these discrepancies. Instrumentation for this study included two surveys with both Likert and Likert-like items and an interview/portfolio analysis of teachers' grading systems. A combined total of 204 high school English-language arts teachers representing thirty-eight states and eighty-five schools comprised the sample. Corresponding pairs of Likert-type items were analyzed using studies of the mode, median, mean rank, and the Mann-Whitney U Test to study a comparison of the medians, and comparisons of true Likert scale item results were completed using studies of the means and an independent samples t-test. Interview/portfolio analysis data were analyzed both descriptively and inferentially including the calculation of 95% confidence intervals for generalizability. All open-ended items were considered qualitatively through a process of identifying and categorizing trends in language and over-arching themes. Results indicate that the sample finds grading practices recommended by experts ...
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The effect of a laboratory-based, in-context, constructivist teaching approach on preservice teachers' science knowledge and teaching efficacy.

The effect of a laboratory-based, in-context, constructivist teaching approach on preservice teachers' science knowledge and teaching efficacy.

Date: May 2003
Creator: Thompson, Ruthanne
Description: This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utilized in-context, constructivist approaches to positively influence participants' abilities to retain science content knowledge and to affect their belief in themselves as teachers. This intervention was created to respond to all three of the main avoidance factors noted above. The research utilized a quasi-experimental, pretest-posttest control group design. Two pretests and two posttests (science teaching efficacy and content knowledge) were given to all 1,100 environmental science lab students at the participating institution over two long semesters. Three experimental/control groups were formed from this population. The Experimental Group was comprised of 46 students who participated in the ESLEE Intervention. Control Group 1 was comprised of 232 self-described preservice educators ...
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Growing in Favor with God: Young Children's Spiritual Development and Implications for Christian Education

Growing in Favor with God: Young Children's Spiritual Development and Implications for Christian Education

Date: May 2009
Creator: Thomson, Donna R.
Description: Experts do not agree on the definition of spiritual development although positive spiritual development benefits society in many ways. Without agreement on the definition of spiritual development and a common understanding of spiritual development, parents, teachers, and pastors who are entrusted with the task of fostering positive spiritual development in Christian settings face the challenges of determining what spiritual development is (definition), the desired goals (culmination) of spiritual development, and the most effective ways to meet those goals (context and content). The purpose of this study was to use data, from the social sciences and Christian points of view, to inform Christian education programs and arrive at recommendations for fostering young children's spiritual development. Data sources include textual literature from the social science and Christian points of view. In addition, the researcher gathered interview data from twenty children's pastors. Research results included: 1. It is possible that spirituality is associated with sensory awareness. 2. Examining spirituality as sensory awareness may lead to focusing on innate qualities of spiritual capacity with a more focused inclusion of children with special needs in faith-based programs, a God-given conscience, and consideration that children may be born with spiritual gifts to express their spiritual nature. ...
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Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice

Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice

Date: May 2009
Creator: Ting, Chia-Wei
Description: This study investigated Taiwanese preschool teachers' awareness of cultural diversity of new immigrant children and how this awareness influences their educational practices. In particular, this study focused on the cultural awareness of preschool teachers who work with young Taiwanese children whose mothers are immigrants from Southeast Asia. This study used quantitative and qualitative methods. One hundred seventy-two Taiwanese preschool teachers from the different geographic areas of Taiwan participated in the study. Data were collected through the use of the Cultural Diversity Awareness Inventory (CDAI) survey and participant interviews. Research results of the study revealed: (a) most Taiwanese preschool teachers had an awareness of cultural diversity, but their perceptions of how to create a multicultural environment need to be improved; (b) Taiwanese preschool teachers' personal experiences with children from different cultures were more associated with their cultural awareness than their ages and educational levels; (c) Geographic location was the factor affecting preschool teachers' awareness of cultural diversity and educational practices. This study is informative to the understanding of Taiwanese preschool teachers' awareness of cultural diversity and the implications of this awareness for classroom practice. In addition, multicultural perspectives of the Taiwan society toward immigrant families and children can benefit from the ...
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Searching for hidden treasure: The identification of under-represented gifted and talented students.

Searching for hidden treasure: The identification of under-represented gifted and talented students.

Date: August 2008
Creator: Tucker, Tammy Newman
Description: The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. ...
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