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  Partner: UNT Libraries
 Department: College of Education
 Degree Discipline: Educational Administration
Mentoring the first-year superintendent in Texas public schools.

Mentoring the first-year superintendent in Texas public schools.

Date: May 2002
Creator: McNulty, Rock Edward
Description: This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences ...
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Analysis of special education compliance and special education funding in four Texas open-enrollment charter schools.

Analysis of special education compliance and special education funding in four Texas open-enrollment charter schools.

Date: December 2003
Creator: Rudebusch, Judith
Description: The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to ...
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The impact of alternative school intervention on subsequent student performance in the mainstream school environment.

The impact of alternative school intervention on subsequent student performance in the mainstream school environment.

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Date: December 2003
Creator: Galloway, Cathleen
Description: The purpose of this study was to analyze the impact of alternative school intervention on subsequent student performance. The literature review examined the history and development of alternative schools, the legislation pertaining to alternative schools, and related studies. The population consisted of students placed in the discipline alternative education program (DAEP) of an alternative school located in a large suburban school district in north Texas. Students placed in DAEP in the spring semester of 2001 in grades 7, 8, 9, and 10 were included in the sample. Data on student success was gathered for the one semester prior to placement (pre-intervention) and for the two semesters after placement (post-intervention). Student success was measured in terms of course grade averages and attendance. The student sample was divided into the following subgroups: grade level, sex, ethnicity, and qualification for the school meal program. The students' grade averages were compared within the subgroups utilizing a one-way analysis of variance (ANOVA). Tukey's post hoc comparison was utilized on the groups when ANOVA was found to be significant. The students' attendance was analyzed by comparing the proportion of days attended in each of the three semesters included in the study. A normal test of two ...
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Ninth grade student success: An analysis of a credit recovery program.

Ninth grade student success: An analysis of a credit recovery program.

Date: December 2003
Creator: Christian, Fredelyn Walters
Description: The purpose of the study was to determine the extent to which a credit recovery program improved the academic success for high school freshmen. For the purpose of this study, academic success was defined as whether or not the student advanced from 9th to 10th grade. A total of 255 students from two junior high schools and one comprehensive high school were included in the study. Independent variables included program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, and TAKS Mathematics results. A review of related literature provided background information regarding the issues surrounding high school freshmen, dropouts, grade retention, and effective intervention programs. This quantitative study utilized descriptive statistics and logistic regression to analyze the relationship between the independent variables and student success as measured by whether or not the student advanced from ninth to tenth grade. In addition, the study examined the odds of success if participating in the credit recovery program. Sources of data included Incomplete and Failure Listing, Ninth Grade Advisor Listing, Tenth Grade Advisory Listing, and the Student Roster-Fall Collection. The Ninth Grade Success Initiative Program Evaluation for Cycles 6, 7, and 9 provided the individual student results of participation in the program. Levels of ...
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The Relationship Among Effective School Correlates, School and District Practices, and Exemplary Student Performance in Texas

The Relationship Among Effective School Correlates, School and District Practices, and Exemplary Student Performance in Texas

Date: December 2007
Creator: Callender, Betty Darlene Miles
Description: The Texas Education Agency (TEA) annually rates campuses and districts on how well they meet standards of student performance. Since the high standard is so difficult for campuses and districts to reach, educators continually seek ways to improve student performance. The effective schools process is research-based and has stood the test of time. Descriptive statistics were used in this study to identify practices within the effective schools correlates that exemplary campuses implement. Campuses with long-term exemplary ratings were identified using the TEA data base. Campus site-based teams were surveyed using the More Effective Schools Staff Survey. Data was collected on elementary and secondary campuses with homogenous, diverse, economically advantaged, and economically disadvantaged student populations. District instructional leaders for those campuses completed a District Instructional Leader Survey to determine what practices districts implement to support their exemplary campuses. Findings from this quantitative study revealed what effective schools practices were highly evident on these exemplary campuses, regardless of diversity, economic status, district size, community type, property wealth, or location within the state. Findings also revealed that district leaders provide direction and support in the areas of (a) professional development; (b) beliefs, mission, and goals; (c) curriculum; (d) instruction; (e) assessment; and (f) ...
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Factors that influence teacher turnover in Texas: Correlations with variables from the academic excellence indicator system for the year 1998-99

Factors that influence teacher turnover in Texas: Correlations with variables from the academic excellence indicator system for the year 1998-99

Date: May 2001
Creator: Burns, Bobby C.
Description: The teacher shortage problem is a national and state concern. In 1998, the Texas State Board of Education Certification reported that school districts in Texas had to hire teachers to fill over 63,000 vacancies. Teacher resignations, other than retirement, contributed to over 46,000 teachers who left the profession about 19 % of the state's total teacher workforce. A significant number of Texas teachers left the profession in the first five years. The National Commission on Teaching and America's Future (1996) called the attrition of new teachers a chronic problem for American schools. Reducing the teacher shortage in Texas must begin with reducing the teacher turnover rate. Most studies concerning teacher attrition or turnover either address salary, or working conditions. Many of the studies deal with affective and subjective data regarding teacher turnover. The studies on teacher turnover often do not address quantifiable data collected uniformly across districts. Few studies address a comprehensive set of quantitative data to determine the variables associated with teacher turnover. This study addressed teacher turnover through quantitative research of data from the Texas Academic Excellence Indicator System (AEIS) with multiple analysis to provide insights to teacher turnover conditions and trends. The population for the study included ...
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A Study Of Correlations Between Learning Styles Of Students And Their Mathematics Scores On The Texas Assessment of Academic Skills Test

A Study Of Correlations Between Learning Styles Of Students And Their Mathematics Scores On The Texas Assessment of Academic Skills Test

Date: August 2001
Creator: Kopsovich, Rosalind D.
Description: The problem of this study was to determine whether learning styles of students affect their math achievement scores on the Texas Assessment of Academic Skills Test. The research questions addressed relevant to this study were: 1. Is there a positive correlation between students' learning styles and their achievement test scores in mathematics? 2. Is there a positive correlation between specific sub group's (as deemed by the state of Texas) and gender's learning styles and their achievement test scores in mathematics? The Pearson Product Moment Correlation coefficient and the Point-biserial correlation analysis was applied to the data collected from 500 fifth grade students attending a North Texas Intermediate school. The significance level was established at the .05 level. Part of the data was the student's responses to the Learning Style Inventory by Dunn, Dunn and Price. The findings established that the learning style preferences of all students in the area of persistence significantly impacted their math achievement scores. Gender and ethnicity were mitigating factors in the findings. These learning style preferences significantly impacted achievement in the following ways: * Caucasian students' preference of a high level of persistence in completing a difficult task. * Hispanic students' preference for a warm learning ...
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A comparative analysis of the effectiveness of three different GED preparation programs

A comparative analysis of the effectiveness of three different GED preparation programs

Date: May 2001
Creator: Gardner, Marlene K.
Description: The purpose of this study was to identify effective instructional programs for GED tests preparation for students in a large suburban school district. Three different nonrandom, unequal naturally occurring instructional groups at three different locations were examined. One group participated in a traditional instruction program, a second group in a test/retest program, and a third group in a computer-assisted program. The demographics of the district population, the GED population, and the individual study groups were catalogued and analyzed. The demographics of the GED population were similar to the district population but different from the GED passers. Student characteristics did affect GED success. Both quantitative and qualitative data were gathered. Random students in each of the three groups were interviewed about their experiences in GED preparation using a questionnaire. Quantitative data were analyzed using frequencies, means, correlations, and a multiple regression analysis. Since the GED credential is an alternative to the high school diploma, its use as a dropout alternative is important to every school district. The study found that instructional methods had little impact on students' success in receiving the GED credential. The overall success rate of students was low in each group. The student's reading achievement score, GPA, and ...
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A survey of mentor/mentee activities in beginning teacher induction programs in Region XI

A survey of mentor/mentee activities in beginning teacher induction programs in Region XI

Date: May 2000
Creator: Wright, Telena
Description: The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently ...
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The Relationship Between Classroom Climate and Student Achievement

The Relationship Between Classroom Climate and Student Achievement

Date: December 2001
Creator: Bennett, Jan
Description: The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analysis and a backward multiple regression analysis. A univariate analysis of variance was also used to compare the five independent variables of the My Class Inventory as well as to compare socioeconomic status and gender with the Stanford Achievement Total Math scores. The schools selected for this study were from a city in Texas with a population of approximately 100,000. The sample consisted of 262 sixth grade mathematics students. The findings of this study are as follows: (a) The Pearson product-moment correlation analysis revealed little, if any, correlation for any of the five subscale predictor variables; (b) the multiple regression analysis revealed that all five classroom climate indicators combined together could explain only 10.5% of ...
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