This system will be undergoing maintenance Monday, January 23 from 8:00 AM to 12:00 PM CST.

  You limited your search to:

  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Collection: UNT Theses and Dissertations
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 ...
Contributing Partner: UNT Libraries
Factors Related to Teacher Retention: the Lived Experiences of Four Teachers in an Urban, Hard-to-staff High School

Factors Related to Teacher Retention: the Lived Experiences of Four Teachers in an Urban, Hard-to-staff High School

Date: August 2013
Creator: Julian, Chris
Description: Retaining quality teachers is critical to the success of America's schools. How to retain quality teachers, especially in high needs schools, is a question of fervent debate among educational researchers, policy makers, administrators, parents, and students. This study examines the issue of teacher retention from an emic perspective, focused on understanding the perspective of those closest to the retention decision, teachers in hard-to-staff schools. This study examines the lived experiences of four teachers at a hard-to-staff, urban, secondary school as these experiences impact their decisions to remain in teaching and at their current campus. Research methods adopted an existential phenomenological perspective and focused on understanding deeply the perspective of participants and how participants make meaning of their lived experiences as they relate to the retention decision. Three hour-long interviews were conducted with each of the four participants utilizing methodology laid out by Seidman (1991). Data were analyzed using NVIVO 10 to apply a series of coding and recoding procedures to interview transcripts. Conclusions suggest four factors motivated these teachers to teach and remain in their current hard-to-staff, urban, secondary school. These factors include: belief in the power of education, relationships with students, mentoring and professional partnering, and remaining professionally challenged. ...
Contributing Partner: UNT Libraries
The Federal Constitution and Race-Based Admissions Policies in Public Charter Schools

The Federal Constitution and Race-Based Admissions Policies in Public Charter Schools

Date: May 2002
Creator: Black, Watt Lesley
Description: The primary questions addressed in this dissertation are whether race-based admissions policies in charter schools are constitutionally permissible, and if not, how could an admissions policy be designed so that it would promote school diversity without violating the law? These questions are important because there are significant numbers of philosophers and scholars who hypothesize that student body diversity not only enhances educational outcomes but also is a necessary component of civic education in a liberal democracy. The researcher takes no particular stance on the benefits of educational diversity, focusing instead on the constitutional questions raised by the use of race-sensitive policies in the interest of diversity. The primary methodology used throughout is legal research, though the literature review includes references to political philosophers and social scientists as well as primary legal sources. Chapter I outlines the most frequent arguments made in favor of school diversity and suggests that the judicial philosophy expressed by the Supreme Court over the last twenty-five years has moved away from the philosophy expressed in Brown v. Board. In Chapter II, Supreme Court precedent on affirmative action policies is analyzed, focusing mainly on the decision of the divided Court in University of California Board of Regents ...
Contributing Partner: UNT Libraries
The Federal Judiciary and Establishment Clause Jurisprudence:  Application of the Lemon Test since Mitchell v. Helms

The Federal Judiciary and Establishment Clause Jurisprudence: Application of the Lemon Test since Mitchell v. Helms

Date: May 2011
Creator: Sanders, Russell Scott
Description: The issue of religion and its place in society has been a topic of controversy and debate since long before the creation of our constitutional republic. The relationship between religion and government has witnessed some of its most intense conflicts when the governmental entity in question involves public education. As our country moved into the 20th century, legal challenges in the field of public education began to emerge calling into question the constitutionality of various policies and practices at both the state and local levels. This dissertation examined the legal methodology that was initially developed and then subsequently modified as the judicial branch has interpreted how the Establishment Clause delineates the relationship between religion and public education. Because the United States Supreme Court has not overturned its decision in Lemon v. Kurtzman, the tri-partite test it established still remains the law of the land. Subsequent decisions by the Court leading up to their ruling in Mitchell v. Helms, however, have continued to modify the judiciary's approach toward the use of the Lemon test in Establishment Clause jurisprudence. This research analyzed the decisions of the various federal courts subsequent to the ruling issued in Mitchell to discern both the present position ...
Contributing Partner: UNT Libraries
First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age

First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age

Date: May 2013
Creator: Shahzad, Erum H.
Description: In a world where students and teachers both rely on technology in the process of education, understanding the constraints of public school administrators to regulate off-campus student's speech is a vital issue. This dissertation focuses on ways to evaluate legal analysis of cases involved in off campus speech. The methodology of legal analysis is used to identify judicial reasoning concerning established legal principles pertaining to the constitutional right of public school students to freedom of expression, and the application of those principles to off-campus student expression delivered by electronic means. This research produces a number of key findings: Many lower court cases have favored with the students unless the school district could prove substantial disruption to the learning environment or a true threat existed due to the off campus speech. In addition, it is crucial for the districts to have concrete policies in place to educate the students about acceptable usage of technology. The main conclusions drawn from this research are that current approaches to punishing students for their offensive off campus speech does not uphold in the courts and administrators must be resilient to speech that may be unpleasant to them. This research also includes several recommendations for administrators ...
Contributing Partner: UNT Libraries
The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study

The Five Dimensions of Professional Learning Communities in Improving Exemplary Texas Elementary Schools: A Descriptive Study

Date: December 2009
Creator: Blacklock, Phillip Jeffrey
Description: This descriptive study investigated the development of the 5 dimensions of the professional learning community model in 5 economically disadvantaged and diverse Texas elementary schools, which demonstrated improvement in student achievement on the Texas Assessment of Knowledge and Skills (TAKS) over a 5-year period. Each of the schools were given the highest performance rating of Exemplary during the 2008 school year according to criteria developed by the Texas accountability system and had changed from an Acceptable rating in 2004. The purpose of this study was to determine the level of the development of the 5 dimensions of the professional learning community model in improving exemplary Texas elementary schools and to identify and compare the possible commonalities and differences existing between the schools on the 5 dimensions of professional learning communities. The 5 dimensions of the professional learning community model investigated in this study include: 1) shared and supportive leadership, 2) shared values and vision, 3) collective learning and the application of learning, 4) shared personal practice and 5) supportive conditions (collegial relationships and structures). The method used in this study was a mixed method approach that employed a questionnaire, individual principal and teacher interviews and school performance documents to collect ...
Contributing Partner: UNT Libraries
Formal Education among the Siberian Yupik Eskimos on Sivuqaq, St. Lawrence Island, Alaska: an Ethno-Historical Study

Formal Education among the Siberian Yupik Eskimos on Sivuqaq, St. Lawrence Island, Alaska: an Ethno-Historical Study

Date: December 1998
Creator: Powell, Pam, 1958-
Description: The major focus of this study is the effect of formal education on individuals, communities, cultural traditions and values on Siberian Yupik Eskimos of Alaska. The first school on St. Lawrence Island (Sivuqaq), Alaska was founded in 1899 under the direction of Sheldon Jackson. The formal school curriculum for the next thirty years was secretarian. Upon the initial operation of formal schooling on the island, various other forms of schools have impacted the islanders of St. Lawrence. Chapter two is an overview of the background of education in Alaska from its beginning as a territory to its present status as the 49th state in the United States. Chapter three presents the history of formal schooling on St. Lawrence Island. Chapters two and three contain descriptions of various other forms of schooling within the state (i.e. Bureau of Indian Affairs, mission, state-owned) and when and how these forms either existed on the island or had an impact upon its villagers. Chapter four discusses the methodology utilized in conducting the research and fieldwork for this study. Research findings are discussed in chapter five and include verbatim transcriptions of interviews with villagers. These interviews are unedited in order for readers to draw their ...
Contributing Partner: UNT Libraries
Framing Bilingual Education Policy: Articulation and Implementation in Texas

Framing Bilingual Education Policy: Articulation and Implementation in Texas

Date: August 2014
Creator: Dixon, Kathryn V.
Description: Language education policy and its implementation have been controversial and ongoing issues throughout the United States, especially in the border state of Texas, with its large population of students who are learning English. This dissertation reports two studies, the first of which was a frame analysis of problems and solutions as represented by the five bills amending the Texas Education Code with regard to bilingual education and English as a second language programs. These laws, passed in 1969, 1973, 1975, 1981, and 2001, have been enacted since 1968, the year the Bilingual Education Act (BEA) was passed. The problem framed consistently by these state policy documents was inadequate instruction for children who come to school speaking languages other than English. More variability was seen in the framing of solutions, with approaches changing from the authorization of instruction in languages other than English, to the establishment of mandated bilingual programs, to the extension of special language programs, and to the establishment of dual language immersion programs. The primary ideology influencing the policy documents was the monolingual English ideology; however, alternative ideologies are apparent in the policies that allow for dual language immersion programs. Geographic information systems (GIS) analysis was used in ...
Contributing Partner: UNT Libraries
From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates

From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates

Date: May 2008
Creator: Schott, Patrick W.
Description: The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they ...
Contributing Partner: UNT Libraries
From inside the Arab family: What literacy practices occur when raising bilingual and biliterate children?

From inside the Arab family: What literacy practices occur when raising bilingual and biliterate children?

Date: December 2004
Creator: Alshaboul, Yousef Mohammad
Description: Living in the United States creates unique challenges in biliteracy and bilingualism for the Arab family. While extant literature provides insight into the literacy interactions and experiences of families from many other cultures now living in the U.S. , there is next to nothing regarding the Arab family literacy experience. Thus, knowledge about the literacy activities Arab families engage in as they gain access to and knowledge of a new culture and language is important. The purpose of this study was to investigate and describe the literacy practices of the Arab families raising bilingual and biliterate children in the U.S. This study , using methodology based on ethnographic approaches, investigated the literacy events, behaviors and interactions which occurred within one Arab family over a 16-week period. A second group of participants were 5 other Arab families living in the U.S. Data sources included video and audio recordings, field notes, observations, journals, informal interviews, and artifacts of children's literacy. The researcher and the participants engaged as co-participants in the research. Findings showed that driving factors behind home literacy practices were religious beliefs and the imminence of return to the home country. Arab mothers were found to yield a heavy influence on ...
Contributing Partner: UNT Libraries
From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992

From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992

Date: December 1993
Creator: Kelly, Janet Arlene
Description: The purpose of this study was to identify and analyze secondary science education curriculum and instruction trends for the period 1953-1992 by using the technique of content analysis to examine a representative portion of journal articles and policy statements in secondary science education. Two major science publications, The Science Teacher and Science Education, were selected for analysis.
Contributing Partner: UNT Libraries
From Theory to Practice: A First Look at Success for Life - A Brain Research-Based Early Childhood Program

From Theory to Practice: A First Look at Success for Life - A Brain Research-Based Early Childhood Program

Date: December 1998
Creator: Castro, R. Raquel
Description: Success For Life (SFL) is a brain research-based program for children, birth through age six. This research examined the development and implementation of SFL in 13 early childhood settings. Participants were 24 female early childhood teachers and 146 (73 male) children. Teachers included seven infant, four toddler, nine preschool and four kindergarten teachers. Children included infants(n=29), toddlers(n=27), and prek/kindergartners (n=90). A Request for Proposals was disseminated to identify possible implementation sites. After participation was confirmed, teachers attended a full day's training which included a description of brain development/function, the latest brain research, how to implement SFL and other logistics of the study. Program implementation occurred over approximately four months. A field site coordinator visited each site bimonthly to provide on-going technical assistance. This was an intervention project with a pre and post implementation design. Four instruments were used: a teacher questionnaire, a classroom environment measure, a child measure and teacher journals. Results suggested that teachers became more knowledgeable about brain development research and about how children grow and learn. Teachers were better able to make connections between brain research findings and how to apply these findings to their programs and daily activities. Likewise, the environment measure indicated that teachers were ...
Contributing Partner: UNT Libraries
Funding and Effectiveness of Staff Development Programs in Three North Texas School Districts

Funding and Effectiveness of Staff Development Programs in Three North Texas School Districts

Date: August 2010
Creator: Ivey, Shannon Kay
Description: This dissertation study focused on three aspects of staff development in North Texas: 1) funding sources, 2) types of professional learning programs, and 3) teachers' views of the effectiveness of the funded programs. Qualitative data came from interviews with nine district administrators concerning funding sources and how those resources enhanced teacher skills. Quantitative data came from 1,277 responses from teachers regarding their background and perceptions about staff development. Data from interviews with district administrators were diagrammed to depict elements of funding staff development and to reveal how resources were used to plan, implement, and evaluate staff learning. An analysis of interview data revealed that availability of grants, property tax rates, and student enrollment affected how districts funded staff development. Administrators reported that districts funded professional learning that was planned according to academic initiatives, met the needs of adult learners, and adapted to the changing needs of school communities. Both administrators and practitioners reported that time was a lacking resource critical to developing staff knowledge. Practitioners reported that sufficient opportunity to collaborate with colleagues about learning initiatives was more valuable than teaching materials. Teacher questionnaires were analyzed for possible relationships between participant variables and responses concerning knowledge about funding constraints and ...
Contributing Partner: UNT Libraries
Funds Budgeted for Educational Programs in Texas Schools during a Period of Changing Enrollment

Funds Budgeted for Educational Programs in Texas Schools during a Period of Changing Enrollment

Date: August 2008
Creator: Perry, Russ F.
Description: This study analyzes budgets of Texas school districts experiencing declining enrollments, as opposed to districts with increasing or steady enrollments. This study identifies how schools are expending funds to meet those needs while dealing with enrollment changes. A total of 924 school districts are studied. The changes in average daily attendance from 1993-1994 to 2003-2004 are used to categorize each district as having increasing, stable, or decreasing enrollments. The total dollar amount expended is compared to the total number of students in each district to determine the amount expended per student. The amounts expended for special education career and technology education, bilingual education, and compensatory education are compared to the number of students being served by those programs to determine a dollar amount that can also be compared from the 1993-1994 and 2003-2004 school years. The per-student expenditures for each educational program are compared to the overall per-student expenditures in each enrollment category (increasing, stable, decreasing). The study reveals no clear pattern of change in the comparison of overall spending to individual program spending as district enrollments fluctuated.
Contributing Partner: UNT Libraries
Funds of Knowledge and Early Literacy: A Case Study

Funds of Knowledge and Early Literacy: A Case Study

Date: May 2015
Creator: Butler, Ami R.
Description: When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political, and economic contexts. The primary purpose of this study was to carefully examine Hispanic parents’ support of young children’s early literacy development in the home. The knowledge gleaned from an initial study of home support, by spending time in the home of a Hispanic family provided an avenue for action research in the classroom. A second purpose was to determine if the introduction of FoK ways of learning, when applied in the classroom, had an effect on early literacy skills. In addition, I maintained a journal that chronicled my experiences and led to an autoethnographic study of myself as a transforming white, female, prekindergarten teacher. The results indicated that the family possessed extensive FoK developed through historical, cultural, educational, ...
Contributing Partner: UNT Libraries
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 ...
Contributing Partner: UNT Libraries
Gis in Ap Human Geography: a Means of Developing Students’ Spatial Thinking?

Gis in Ap Human Geography: a Means of Developing Students’ Spatial Thinking?

Date: May 2015
Creator: Webster, Megan L
Description: Geography education is undergoing change in K-12 education due in part to the introduction of geospatial technologies, including geographic information systems (GIS). Although active engagement in GIS mapping would seem to enhance students’ spatial thinking, little is known about the mapping strategies that students employ or about changes in their geographic knowledge that would result. This study, set in a high school Advanced Placement human geography class, sought to contribute to these areas of inquiry. Participants performed a web-based GIS task focused on global population and migration. Attention in the study was on (a) the strategies students employed when investigating geographic phenomena using GIS, (b) changes in their cognitive maps, as assessed through sketch maps, resulting from the activity, (c) the relationship between GIS maps and sketch maps, and (d) the ways in which a subset of students serving as case studies explained the nature of their mapping. The study employed screen-captures, video-recordings, observations, pre- and post-study sketch maps, and interviews. Analyses of the GIS process revealed that, in creating their maps, the students used a number of strategies, which included searching, layering, removing layers of data, adjusting transparency, editing, and noting. Although searching and layering were employed by all ...
Contributing Partner: UNT Libraries
Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.

Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.

Date: December 2007
Creator: Gottshall, Dorothy Lee
Description: Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. ...
Contributing Partner: UNT Libraries
Government Funding and Regulation of a Texas Voucher Program

Government Funding and Regulation of a Texas Voucher Program

Access: Use of this item is restricted to the UNT Community.
Date: August 2005
Creator: Morgan, Lisa Ann
Description: This study was designed to determine how willing private schools are to participate in a limited school voucher program if various state regulations are required and whether willingness to participate varies among types of schools. Provisions of voucher bills proposed in the Texas legislature and requirements included in other states' legislation were used to determine the sample, hypothetical voucher amount, and possible state regulations. Three hundred eighteen surveys were sent, and 150 were returned, giving a 47% return rate. Data were entered into SPSS and analyzed using chi-square and crosstabs. Initially chi square was used to see if findings were significant at the .0041 level. This alpha level was reached by using the Bonferroni correction factor, which holds experiment wise Type I error to .05. Crosstabs was used to determine if relationships between regulation acceptance and type of schools were significant. Overall, as the amount of regulation increased, private school willingness to participate in a voucher program decreased. The regulations rejected by a large majority of schools in all categories were open admissions and student religious exemptions. In the areas of testing, curriculum, and teacher qualifications, private schools were much more willing to participate if they were allowed to utilize ...
Contributing Partner: UNT Libraries
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. ...
Contributing Partner: UNT Libraries
The High School Associate Principal: Case Studies of an Emerging Role in Educational Leadership and Administration

The High School Associate Principal: Case Studies of an Emerging Role in Educational Leadership and Administration

Date: December 2010
Creator: Fox, Kenneth F.
Description: Researchers in the field of educational administration have given little attention to the role of the associate principal. The research reported in this dissertation sought to fill that void through a close examination of the roles of the associate principals on two campuses in two different school districts. In addition to illustrating the role of the associate principal, the research examines how experience as an associate principal influences the careers of educational administrators. Data were collected primarily by means of semi-structured interviews with principals and district administrators as well as the associate principals themselves to provide multiple perspectives. Data were summarized in detailed interview logs, coded to discover the themes that were characteristic of each case, then analyzed to identify the patterns within and across the cases. The interviews were also analyzed as narratives reflecting on how experience as an associate principal can shape an educational administrator's career. The interview data were supplemented with documents relating to the associate principals, their campuses, and their districts. The results suggest that the associate principal position is a crucial step on the career ladder to a secondary principalship. Assistant principals with knowledge and skills in curriculum, instruction, and assessment are more likely to ...
Contributing Partner: UNT Libraries
High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders

High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders

Date: December 2011
Creator: Owens Luper, Willene DeeAndra
Description: This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender ...
Contributing Partner: UNT Libraries
Hispanic Representation in the Superintendency: Perceived Competencies and Organizational Outcomes That Benefit School Districts

Hispanic Representation in the Superintendency: Perceived Competencies and Organizational Outcomes That Benefit School Districts

Date: August 2013
Creator: Medina, Fernando
Description: This study assessed 40 factors often cited in literature to determine the extent that Hispanic superintendents perceive them as influential when accessing the superintendency. Eight Hispanic superintendents in Texas participated in this qualitative study, which was based on interviews as well as written responses to a survey. This study found that the factors considered most influential to these superintendents were their ability to communicate, self-perception/self-efficacy, and level of overall preparedness. These findings contrast with previous research indicating that race or ethnicity, mentoring, and career path are most influential. The study also identified factors related to race and ethnicity that most influenced a Hispanic's ability to access the superintendency, albeit to a lesser degree. These factors were the ability to serve as a Hispanic role model to students, ability to increase Hispanic students' academic performance, and the ability to speak a second language. Moreover, through analysis of a large number of survey responses the study examined the extent to which a superintendent's race or ethnicity is significant to addressing the needs of Hispanics. To assure this question a comparative analysis of Hispanics' and non-Hispanics competencies and organizational outcome was conducted. The results indicate that superintendents, in general, regardless of race or ...
Contributing Partner: UNT Libraries
Hispanic Women Leaders in K‒12 Public Education: Overcoming Barriers to Success

Hispanic Women Leaders in K‒12 Public Education: Overcoming Barriers to Success

Date: May 2011
Creator: Falk, Cora Torres
Description: Scholarly research has been written on the forces behind the barriers preventing Hispanic women from reaching the top of the public school ladder. These barriers are to be recognized and addressed. This study focuses not on the barriers which hinder forward and upward career movement, but instead examines how many Hispanic American women have not allowed these barriers to prevent them from achieving their goals of attaining the principalship. This study seeks to determine how Hispanic women principals came to grips with the challenges and barriers to promotion, and to success as K‒12 school leaders. This qualitative research study consisted of 12 Hispanic female school principals from the Dallas/Fort Worth metropolitan area. The three districts selected were Fort Worth Independent School District, Arlington Independent School District, and Grand Prairie Independent School District. Three principals were from Grand Prairie Independent School District, two principals were from Arlington Independent School District, and seven principals were from the Fort Worth Independent School District. All of the 12 Hispanic school principals were interviewed. From the responses to each of the questions, themes became evident. The themes expressed what individual principals had done and the strategies they used to overcome the varied barriers which they ...
Contributing Partner: UNT Libraries