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 Department: Department of Teacher Education and Administration
 Collection: UNT Theses and Dissertations
A Legal Analysis of Litigation Against Mississippi Educators and School Systems Under the Mississippi Tort Claims Act

A Legal Analysis of Litigation Against Mississippi Educators and School Systems Under the Mississippi Tort Claims Act

Date: May 2013
Creator: Kriesel-Hall, Sara B.
Description: This dissertation analyzes court cases involving tort claims filed against Mississippi public schools and their employees under the Mississippi Tort Claims Act. The question addressed was: How have the Mississippi courts interpreted the Mississippi Tort Claims Act in litigation against Mississippi school districts and their employees? The intent of this dissertation is to add to the understanding of the legal concept of sovereign immunity as it has been applied to public schools and their employees. This study's focus centers on litigation in the state of Mississippi involving school districts. Chapter 2 provides a historical summary of sovereign immunity (also known as governmental immunity) in the United States and the state of Mississippi up to the enactment of the Mississippi Tort Claims Act as well as an overview of general legal concepts involved in tort claims. Chapter 3 explains the research design and methodology used. This dissertation relied on legal principles of research and document analysis used in the legal profession. Chapter 4 consists of a thorough analysis of published case law brought before the Mississippi courts pertaining to the Mississippi Tort Claims Act and public school systems and their employees. Finally, chapter 5 describes the key findings of the analysis ...
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The Emergence of an Inner-City Professional Development School: A Case Study

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

Date: August 1995
Creator: Kutcher-López, Judith M. (Judith Marie)
Description: This paper examined the process followed in the selection and establishment of an inner-city Professional Development School located in a large, North Texas school district.
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A Legal Analysis of Litigation Against Oklahoma Educators and School Districts under the Oklahoma Governmental Tort Claims Act

A Legal Analysis of Litigation Against Oklahoma Educators and School Districts under the Oklahoma Governmental Tort Claims Act

Date: May 2010
Creator: Lacefield, Kevin Lee
Description: This dissertation analyzed public court decisions in cases against Oklahoma school districts and their employees involving sovereign immunity claims filed under Oklahoma's Governmental Tort Claims Act. The questions addressed were: (1) How have the Oklahoma courts interpreted the Governmental Tort Claims Act, (Okla. Stat. tit. 51 § 151 et seq.) in litigation against school districts and their employees? (2) What are the limits of immunity protection for Oklahoma school districts and their employees? (3) How has the statute of limitations in Okla. Stat. tit. 51 § 156 and Okla. Stat. tit. 51 § 157 been applied to Oklahoma educators in tort litigation? This dissertation utilized legal research as the methodology to answer the research questions. Chapter II provides a review of existing literature regarding sovereign immunity in the United States. Chapter III is a comprehensive study of Oklahoma sovereign immunity cases filed against Oklahoma school districts and educators under the Governmental Tort Claims Act with regard to negligence, corporal punishment and the statute of limitations. Chapter IV discusses the findings of the analysis of cases in Oklahoma and the amount of protection afforded to Oklahoma school districts and educators.
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The Effectiveness of a Professional Learning Community on Student Achievement in Elementary Reading and Mathematics in a Large Urban School District

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

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

The role of federal district courts on desegregation: A logistic regression analysis of the factors that influence prodesegregation outcomes.

Date: December 2008
Creator: Lane, Ginny G.
Description: In this study I analyzed the 1089 desegregation outcomes in federal district courts that occurred between 1994 and 2004 in order to identify a) the legal and non-legal factors in the litigation process that predict pro-desegregation outcomes and b) the judicial patterns that impact the future of desegregation policy. Twenty-one legal and non-legal variables were analyzed via logistic regression analysis to identify factors that predict pro-desegregation outcomes. Only three predictor variables were statistically significant: Government Litigants; Region 3 (West) and Region 4 (Northeast.) Descriptive analyses of the data identified two trends in the pattern of litigation: The percentage of defendant wins increased after 1991 at a lesser rate than has been previously reported. I conclude that based on the results of both the quantitative and qualitative analyses the federal district courts are not a barrier to desegregation and can still be a part of a comprehensive desegregation strategy.
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Uncovering Gendered Teaching Practices in the Early Childhood Classroom

Uncovering Gendered Teaching Practices in the Early Childhood Classroom

Date: August 2014
Creator: Larremore, April
Description: For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. This inquiry examined the tensions associated with the researcher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. The study took place over the course of 4 months and involved a traditional public kindergarten classroom. Queer theory and feminist poststructuralism, along with a multi-voiced poststructural autoethnography were used to demonstrate the researcher’s shifting identities and the cultural context that shaped the researcher’s behaviors and perspective. Multivocal autoethnographic narratives were written to illustrate the researcher’s journey between trying on, being in, and becoming a feminist poststructural educator who uncovers and troubles gendered teaching practices in her own early childhood classroom. The following insights resulted from this study: young children actively and knowingly talk about gender and sexuality and do have a considerable amount of sexual knowledge; heterosexuality plays an integral part in children’s everyday experiences; and a lack of equity and inclusion associated with family diversity or queer identities exists in the ...
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Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers.

Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers.

Date: May 2007
Creator: Larson, Susan Hatlestad
Description: The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based ...
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The Impact of Drug Testing on Secondary School Students

The Impact of Drug Testing on Secondary School Students

Access: Use of this item is restricted to the UNT Community.
Date: December 2002
Creator: Lee, Elton David
Description: The purpose of this study determined whether use of student random drug testing provided an effective means to reduce drug usage by secondary school students. The participants included 50,214 7th through 12th grade students in 12 selected public schools. All school districts participated in the Texas School Survey of Substance Use in 1994, 1996, 1998, and 2000. The six districts in the experimental group used drug testing as a method of reducing drug usage among students. The six districts in the control group did not use drug testing. Although athletes and students involved in extracurricular activities remain the focus of random dug testing, this research focused on an entire school population to determine whether drug testing only a select group of students reduced reported drug usage in the entire school. Two questions guided the research: First, does the use of random drug testing have an impact on student drug usage? Second, does the year of implementation of random drug testing have an impact on students' self-reported drug usage? The findings for each research question were categorized according to nine illegal drugs. The researcher used a one-way repeated measures factorial design. The data were analyzed via the univariate (split-plot) 2 x ...
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Young Children's Communicative Strategies During Pretend Play in the Context of the Block Center

Young Children's Communicative Strategies During Pretend Play in the Context of the Block Center

Date: May 1996
Creator: Lee, Myungsook
Description: In this study, various communicative strategies that young children employed to create and develop pretend play with peers in the block center were examined. Two preschools, one in Korea and the other in the United States, were selected. Subjects were children in the 4-year-old classroom in each school. The average age of the children at the time of the investigation was 59 months. For data collection, videotaping, audiotaping, field-note taking, interviews with teachers, and school enrollment records were used. During pretend block play, children created talk and actions in order to deal with challenges related to various aspects of play (e.g., accessory play materials, construction, plot, and enactment). Accordingly, children's communicative strategies were categorized as follows: (a) material communication, (b) construction communication, (c) plot communication, and (d) enactment. Also, subcategories under each category were developed. It was found that, in different phases of play in which they faced different types of challenges, children used certain strategies more often (communication about material selection and construction definition were most frequently used in the initiation phase of play). In terms of cultural aspects of the pretend play, in the Korean setting, the following were noticed: (a) a rigidly formed participant structure in which ...
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Pre-Service Teachers' Attitudes Toward Language Diversity

Pre-Service Teachers' Attitudes Toward Language Diversity

Date: August 2000
Creator: Leek, Patricia A.
Description: This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.
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The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science.

The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science.

Date: August 2003
Creator: Lewis, Ann S.
Description: The purpose of this study was to compare the environmental literacy of 11th and 12th graders who participated in an eighteen-week environmental education program using trade books versus 11th- and 12th-graders who participated in an eighteen-week, traditional environmental education program without the use of trade books. This study was conducted using a quasi-experimental research technique. Four high school aquatic science classes at two suburban high schools were used in the research. One teacher at each high school taught one control class and one experimental class of aquatic science. In the experimental classes, four trade books were read to the classes during the eighteen-week semester. These four books were selected by the participating teachers before the semester began. The books used were A Home by the Sea, Sea Otter Rescue, There's a Hair in My Dirt, and The Missing Gator of Gumbo Limbo. The instrument used to measure environmental literacy was the Children's Environmental Attitude and Knowledge Scale. This test was given at the beginning of the semester and at the end of the semester. The scores at the end of the semester were analyzed by 2 X 2 mixed model ANOVA with the teacher as the random effect and the ...
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Public Standards/Personal Standards: A Descriptive Study of Eighth Grade Students' Selection Processes for Writing Samples to Include in an Assessment Portfolio

Public Standards/Personal Standards: A Descriptive Study of Eighth Grade Students' Selection Processes for Writing Samples to Include in an Assessment Portfolio

Date: December 1996
Creator: Lewis, Linda Kathleen
Description: The purpose of this study was to describe the criteria that students reported using when selecting writing samples for an assessment portfolio. Specifically, the study involved content analysis of student responses to five prompts which asked the students to give selection criteria for writing samples in language arts portfolios prepared for assessment. The population consisted of twelve eighth grade students in three urban middle schools. The students were in classes that were participating in the New Standards Portfolio Assessment Field Trial. In addition to the responses to prompts, students also submitted writing samples to be scored using New Standards rubrics. The writing samples were evaluated to determine if the students successfully selected pieces of their writing to provide evidence of standards attainment. Through the analysis of the student responses to the prompts, two categories of selection criteria were noted. Public standards were the standards that corresponded with the criteria that were presented to the students through their use of New Standards performance standards, portfolio exhibit requirements, and entry slips. Personal standards were criteria that did not correspond to the published criteria presented to the students. Ten sub-categories were identified. These ten sub-categories became the instrument for analysis and tabulation of ...
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Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively

Peer Mediation: an Empirical Exploration Empowering Elementary School Children to Resolve Conflicts Constructively

Date: August 1998
Creator: Link, Kathleen Elizabeth Barbieri
Description: Conflict is inevitable in school and in life. Many children lack skills necessary to resolve daily conflicts constructively. Without knowledge of positive ways to manage conflicts, violence may result. Limited research suggests that involvement in a peer mediation program may have a positive influence on children. This study assessed effects peer mediation training and mediation experience had on student mediators. The pretest-posttest, control-group, and quasi-experimental study investigated the effects of a year long peer mediation program implemented in a suburban elementary school.
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Developmentally Appropriate Beliefs and Practices of Public and Private Kindergarten Teachers in the United States and Taiwan

Developmentally Appropriate Beliefs and Practices of Public and Private Kindergarten Teachers in the United States and Taiwan

Date: December 2007
Creator: Liu, Huei-Chun
Description: The purposes of the present study are to: (a) describe the beliefs and practices of the US and Taiwan (TW) public and private kindergarten teachers regarding developmentally appropriate practice (DAP), (b) examine the group differences between the four groups of teachers, and (c) identify the salient factors related to the variability of developmentally appropriate beliefs and practice in these teachers. Three hundred and fifty-seven kindergarten teachers participated in the study. The group sizes were 123, 123, 57, and 54 for Taiwan private, Taiwan public, US private, and US public kindergarten teachers, respectively. A survey was used to collect data. Findings from this study showed: (a) Both the US and Taiwan kindergarten teachers highly endorsed beliefs about DAP; (b) US and Taiwan kindergarten teachers also held strong beliefs about developmentally inappropriate practices (DIP); (c) DAP activities occurred regularly in the classrooms; (d) developmentally inappropriate practice (DIP) activities also took place a lot although they were lower than the DAP activities; (e) the Taiwan teachers had higher beliefs about DAP and lower beliefs about DIP than the US teachers; (f) the US teachers reported both higher DAP and DIP activities than the Taiwan teachers; (g) there were no differences between public and ...
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Identity Issues in Asian-American Children's and Adolescent Literature (1999-2007)

Identity Issues in Asian-American Children's and Adolescent Literature (1999-2007)

Date: December 2009
Creator: Liu, Yi-chen
Description: Published research suggests that literature should transmit ethnic and societal values as well as reassure one's own confidence and self-respect. This study provides a model for examining Asian-American children's and adolescent literature critically from the perspective of identity issues. It examines fifteen award-winning Asian-American children's and adolescent titles written by writers of that culture and published in the United States from 1999 to 2007, with a focus on Chinese (Taiwanese) American, Korean American, and Japanese American books. As published studies indicate, self, social, and ethnic identities are significantly intertwined. Hence, a content analysis was conducted based on these three major groups of categories. The findings of the study demonstrate that even though the selected books cover all three aspects of the identity issues to a certain degree, a considerably greater number of depictions of ethnic identities are made over those of internal identities and social identities. Moreover, less than half of the main characters assume an active role in improving the difficult situation. Two major voids regarding the presentation of social identities are successful social integration and positive social interactions. Recommendations for teaching, writing, illustrating, publishing, and future research are suggested, including publishing more Asian-American books which present an optimistic ...
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Parental Perception of Satisfaction and Understanding of Special Education Services

Parental Perception of Satisfaction and Understanding of Special Education Services

Date: May 2008
Creator: Livingstone, Elisabeth
Description: The purpose of this study was to examine the satisfaction and understanding of parents of young children with disabilities in North Texas in regard to the special education services they receive through their local education authority. A mixed non-experimental research design utilizing the survey method was used to obtain the data collected from a sample of 230 parents with children with disabilities from preschool to elementary ages. Factorial analysis techniques were first used to assess the validity of the 14 quantitative items by splitting the sample into 2 equivalent groups: the development group and the validation group. Exploratory factor analysis extracted 2 factors after eliminating 4 items: satisfaction and understanding. This 2-factor structure was confirmed in the validation group. The final 10-item survey demonstrated satisfactory reliability and validity. Overall, parents were very satisfied with the special education services and reported a good understanding of those services. Two x two (number of children x years of services) ANOVAs were used to examine the differences on parental satisfaction and understanding. No statistically significant differences were found except that parents with 2 or 3 children were more satisfied than the counterparts with only 1 child in the special education program. This difference was ...
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Exploring Team Performance as an Independent Variable: Can Performance Predict Resource Allocation?

Exploring Team Performance as an Independent Variable: Can Performance Predict Resource Allocation?

Date: December 2007
Creator: Lopez, Nicolette P.
Description: Encouraging positive work team growth depends on, in part, the form and availability of organizational resources and support. Support systems have been found to be important for work team health and survival. However, managers are challenged to make resource decisions while working within company budgetary restraints. Previous research has indicated a positive relationship exists between teams provided with appropriate resources and support, and increased team performance. This study extended previous research by exploring if team performance can predict resources and support. Specifically, the means by which managers allocate resources based on team performance was examined. Archival data included 36 work teams and their managers drawn from four geographically dispersed manufacturing companies. Information gathered from a modified version of an original team support system instrument was used to assess the importance and presence of four resource systems. Additionally, a gap score was calculated from these scores to assess the alignment between resource need and resource existence. Data was used to assess the potential relationships between managers' perceptions of team performance and the manner by which resources are allocated. All hypotheses produced non-significant findings. Results of the hypotheses, data patterns, and limitations of the study are discussed, and opportunities for future research ...
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Equity in Texas Public Education Facilities Funding

Equity in Texas Public Education Facilities Funding

Date: May 2007
Creator: Luke, Charles A.
Description: The need to establish appropriate, adequate, and decent educational facilities for school children across the nation has been well-established. The ability of school districts in each state to build these facilities has varied widely in the past. Historically, most facilities funding ability for school districts has come from the local community and has been tied to property wealth and the ability of the community to raise significant tax dollars to pay for school buildings. Responding to an expanding need for increased facilities funding and school funding litigation, the state of Texas added facilities funding mechanisms for public school facilities construction in the late 1990s. The purpose of this study was to determine whether or not the methods of facilities funding were equitable in the state of Texas. In this study, equity values were framed around three equity concepts established in school funding equity literature. These three concepts were (1) horizontal equity defined as the equal treatment of equals, (2) vertical equity defined as the unequal treatment of unequals, and (3) wealth neutrality defined as the absence of a relationship between school district wealth and the equal opportunity of students. The sample comprised 1,039 school districts in the state of Texas. ...
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Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools

Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools

Date: December 2014
Creator: Luttrull, Pamelia D.
Description: Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.
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Children with Autism in Taiwan and the United States: Parental Stress, Parent-child Relationships, and the Reliability of a Child Development Inventory

Children with Autism in Taiwan and the United States: Parental Stress, Parent-child Relationships, and the Reliability of a Child Development Inventory

Date: May 2012
Creator: Ma, Phoenix S.
Description: Autism is one of the fastest growing childhood disorders in the world, and the families that have children with autism experience frustration and stress due to many practical problems. with the increase in the prevalence of autism, it is urgent to raise awareness of autism and to provide services and support for children with autism and their parents to improve the parent-child relationship and moderate the parental stress. with regard to families with children diagnosed as autistic, the purposes of this study are to: (a) examine the group differences in parental stress and parent-child relationship between Taiwan and the United States based on racial and cultural differences; (b) identify factors, if any, that influence the parental stress and parent-children relationship; (c) investigate if there are differences in the results of child development when children are diagnosed with autism in these two countries; (d) establish the Battelle Development Inventory-II in Mandarin Chinese version for use of evaluation with development delays in Taiwan. Findings revealed that: (a) the Battelle Developmental Inventory, Second Edition (BDI-II), is highly reliable with a great value of internal consistency in the use with parents and children with autism in Taiwan; (b) there is no significant difference in ...
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An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

Date: May 2011
Creator: Macias-Brown, Armandina A.
Description: This research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent Involvement Survey. Additionally, the study also considered family income and child membership in special education as predictors of parent involvement. The survey instruments included the Early Childhood Environmental Rating Scale, Revised (ECERS-R) and the Hoover-Dempsey and Sandler Parent Involvement Survey. A total of 306 parents across 35 preschool classrooms participated in the study. Effect sizes, beta weights and structure coefficients from a series of multiple regression analyses measured the relationship between variables. A regression equation comprised of teacher quality, family income and child membership in special education was statistically significant in predicting parent school-based involvement. In the school-based involvement model the predictors teacher quality and child membership in special education accounted for a greater percentage of variance than did family income. Teacher quality demonstrated a small, negative beta weight but accounted for the greatest amount of variance among the three predictors within the school-based parent involvement model. A negative relationship between teacher quality and school-based parent involvement suggested that as teacher quality improved, parents reported less involvement in school-based activities and events. Findings for special ...
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Title IX of the Educational Amendments of 1972: Level of Implementation in Texas Public Schools

Title IX of the Educational Amendments of 1972: Level of Implementation in Texas Public Schools

Date: May 1995
Creator: Maddox, Sandra Davis
Description: Using a survey and case study formats, this study focused on the level of understanding and implementation of Title IX relating to Texas public school students. The survey focused on the degrees of principal understanding and the compliance with the statute. Additional areas of study analyzed the impact of such factors as principal gender and school level on understanding and implementation. The case study examined the degrees of implementation for a district that had experienced civil rights action and one that had not.
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The International Newcomer Academy: A Case Study

The International Newcomer Academy: A Case Study

Date: August 1997
Creator: Maduawuchukwu, Augustina Eberechukwu
Description: This initial investigation into the special program for English as a Second Language (ESL) students, the International Newcomer Academy (INA), examines and describes the nature of this new school in comparison with the nature of the Language Centers functioning in host schools as schools within schools. This study was prompted by the need to document perceptions, behaviors, and practices of all principal players, which might result in program improvement to benefit students. The primary goal for establishing this new school was to focus primarily on beginner limited English proficient (LEP) students so that the language centers would be relieved, and so do a better job of teaching intermediate and advanced LEP students.
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Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study

Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study

Date: August 2014
Creator: Madueke, Nkechi A.
Description: This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional curriculum regarding teaching social emotional skills and the influence of those beliefs on their classroom practices. The study drew from the works of Dewey and Bandura in the development of a framework for teacher decision making. A case study design incorporating multiple cases within the case study utilized a mixed-methods approach for data collection and analysis. Ten teachers volunteered and participated in the quantitative data collection, and four of those ten participated in the qualitative data collection through interviews and classroom observations. Data collection methods also included a demographic survey, a questionnaire on teacher beliefs about social emotional learning, and a self-ranking scale of practices related to teaching social emotional skills. Results indicated that although all participants believed social emotional skills instruction was part of their duties as teachers, their practices in teaching social emotional skills varied. Additionally, there was a mismatch between participants’ self-identified practices and the practices that were observed during the study. Administrative support for program implementation was high, but did not necessarily translate to effective practices during the first year of ...
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