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  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Collection: UNT Theses and Dissertations
An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance

An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance

Date: December 2013
Creator: Hartmann, Lillian Ann
Description: Among educational researchers, important questions are being asked about how to improve mathematics instruction for elementary students. This study, conducted in a north Texas public school with 294 third- through fifth-grade students, ten teachers and three coaches, examined the relationship between students’ achievement in mathematics and the mathematics teaching and coaching instruction they received. Student achievement was measured by the Computer Adaptive Instrument (CAT), which is administered three times a year in the district and is the main criterion for students’ performance/movement in the district’s response to intervention program for mathematics. The response to intervention model employs student data to guide instruction and learning in the classroom and in supplemental sessions. The theoretical framework of the concerns based adoption model (CBAM) was the basis to investigate the concerns that mathematics teachers and coaches had in using the CAT student data to inform their instruction. The CAT data, based on item response theory, was the innovation. Unique in this study was the paralleling of teachers’ and coaches’ concerns and profiles for their use of the data with student scores using an empirical approach. Data were collected at three intervals through the Stages of Concerns Questionnaire, the Levels of Use interviews, and ...
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Funds of Knowledge in a Hispanic Household: a Case Study of Family Experiences, Values, and Connections to Education

Funds of Knowledge in a Hispanic Household: a Case Study of Family Experiences, Values, and Connections to Education

Date: December 2013
Creator: Feild, Kelly A.
Description: Traditionally, the field of education has often adopted a negative perspective in their views of minority families’ contributions to the educational progress of their children. However, research embodying the theoretical framework of ‘funds of knowledge’ attempts to counter that model through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, and cultural contexts. Teachers carry out studies of familial funds of knowledge in order to understand how family experiences shape the knowledge that a child brings to the classroom. There is then, the potential to use that body of knowledge to create meaningful learning experiences that connect prior understanding and experiences to classroom practice. This research served as a case study of the funds of knowledge existing in the home of a Hispanic family and the connections that existed between that knowledge and literacy. The results indicated that the family possessed extensive funds of knowledge that developed through their historical, cultural, and social experiences. They often used family networks, as well as formal and informal literacy experiences to share this knowledge with their children. A key component of the literacy value system that they communicated resulted from a desire to maintain aspects of ...
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A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing

A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing

Date: December 2013
Creator: Brown, Stephanie N.
Description: Although sampling techniques have been used effectively in education research and practice it is not clear how stratified random sampling techniques apply to high-stakes testing in the current educational environment. The present study focused on representative sampling as a possible means for reducing the quantity of state-administered tests in Texas public education. The purpose of this study was two-fold: (1) to determine if stratified random sampling is a viable option for reducing the number of students participating in Texas state assessments, and (2) to determine which sampling rate provides consistent estimates of the actual test results among the population of students. The study examined students’ scaled scores, percent of students passing, and student growth over a three-year period on state-mandated assessments in reading, mathematics, science, and social studies. Four sampling rates were considered (10%, 15%, 20%, & 25%) when analyzing student performance across demographic variables, including population estimates by socioeconomic status, limited English proficiency, and placement in special education classes. The data set for this study included five school districts and 68,641 students. Factorial ANOVAs were used initially to examine the effects of sampling rate on bias in reading and mathematics scores and bias in percentage of students passing these ...
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Computer Simulation Placements in a Unit of Instruction

Computer Simulation Placements in a Unit of Instruction

Date: December 1994
Creator: Naumann, Steve E. (Steve Eugene)
Description: Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This study examined student achievement using two different placements for the computer simulation, The Civil War, in a unit of instruction of 8th grade American History students in a suburban middle school.
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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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A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice

A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice

Date: December 2013
Creator: Bauter, Cynthia
Description: With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas (schools with a ratio of one computing device per student), particularly with respect to the relationship of those policies to practice. The purpose of the study was to determine the current status of the National Education Technology Standards (NETS) essential conditions as reflected in policy and the relationship of those conditions to practice as measured through levels of technology usage and teaching innovation. Schools were selected through purposive, criterion sampling. Open-ended interviews were conducted with twelve participants (principals, technology directors, and superintendents). Policies were rated by campus principals and the researcher using a rubric based on the NETS essential conditions. Finally, surveys of proficiency and readiness measures were collected from 156 teachers using the School Technology and Readiness (STaR) instrument and the Levels of Teaching Innovation (LoTI) instrument. Interviews were transcribed and coded using structural and frequency coding. Policies were analyzed using magnitude coding and policy ratings. A qualitative analysis determined patterns between policy and practice. Quantitative data collected from surveys were measured against policy ratings and magnitude coding using bivariate correlation methods in SPSS. ...
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Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics

Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics

Date: December 2013
Creator: Kim, In Hong
Description: Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the importance of preschool children’s mathematical knowledge development and teachers’ beliefs about how to teach mathematics to young children. The purposes of this study were to investigate pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and their beliefs about teaching mathematics in the preschool classroom and also to determine how experience differentiates the two groups. This research employed a non-experimental research design with convenient sampling. Ninety-eight pre-service teachers and seventy-seven in-service preschool teachers participated in the research. The Knowledge of Mathematical Development survey (KMD) and the Beliefs survey were used to investigate possible differences between pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and between their beliefs about teaching mathematics. The findings of this study indicate a statistically significant difference between pre-service teachers and in-service preschool teachers in relation to their knowledge of mathematical development. This finding shows that pre-service teachers’ knowledge of children’s mathematical development is somewhat limited; most pre-service teachers have difficulty identifying the process of preschool children’s development of mathematics skills. A second finding reveals a statistically significant difference ...
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Perceptions of the Changing Roles of Central Instructional Support Staff as Site-Based Decision Making is Implemented in One School District: A Descriptive Study

Perceptions of the Changing Roles of Central Instructional Support Staff as Site-Based Decision Making is Implemented in One School District: A Descriptive Study

Date: May 1995
Creator: Barnum, Rebecca Ann
Description: The purpose of this study was to analyze ways in which the roles of instructional support staff as perceived by principals and instructional support staff members in a large, suburban school district have been affected by the implementation of site-based decision making (SBDM). Research questions focused on changes which have occurred in the roles of instructional support staff and in the services provided to schools by support staff since the implementation of SBDM, the roles which support staff members believe they have in SBDM, the perceptions of principals regarding the roles of instructional support staff in SBDM, and a comparison of the views of instructional support staff and principals regarding the district's implementation of SBDM.
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A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness

A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness

Date: December 2013
Creator: Smalskas, Tamy L.
Description: Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 ...
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A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled

A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled

Date: December 1994
Creator: Hastings, Cloyd L. (Cloyd Lee)
Description: This is a qualitative description of the decision making processes that nine elementary principals use in determining campus level services for the differently abled and of how their administrative styles and values impact those decisions. Both the literature on leadership and on special education inclusion are reviewed. This review creates the framework in which the research questions are examined and structures the reporting of the findings. The defining attributes of leadership styles in conjunction with the defining attributes of inclusion are the heart of this study. Audiotaped interviews with each principal provide the data related to questions of leadership style, decision making, philosophy and autonomy. Separate site visits in which teachers from both regular and special education are queried as to the actual practices on their respective campuses and to their reactions to program changes involving the differently abled students. The combination of data gathered from the principal interviews, from the site visitations and the use of triangulation of data provide the basis for the findings.
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