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 Department: Department of Teacher Education and Administration
An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities

An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities

Date: May 2008
Creator: Jackson, Christopher
Description: The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCEIT), a personality instrument (DiSC), and were interviewed along with three of their teachers. The findings indicate that both of these principals scored high in the Influential and Conscientiousness subscales and low in the Dominance subscale. The principals also possessed either near-average or above-average emotional intelligence with both principals scoring particularly strong in the Strategic subscale.
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An Analysis of the Impact of Curriculum Management Audits on Public School Systems in Texas

An Analysis of the Impact of Curriculum Management Audits on Public School Systems in Texas

Date: August 1997
Creator: Murdock, Sunnye (Sunnye J.)
Description: The purposes of this study were to (1) identify the recommendations of Curriculum Management Audits conducted in Texas Public School systems, (2) determine the degree to which each of the recommendations had been implemented, and (3) determine the perceptions of stakeholders as to the factors instrumental in the real and potential impact of the audit. The researcher conducted interviews with superintendents and key central office administrators with a working knowledge of the audit report in each of the eleven Texas school districts studied. Respondents were asked to rate recommendations written for their districts using the following descriptors: Implemented, In Progress, Plan to Implement, Recommendation Modified, No Implementation. The ranking of recommendation implementation revealed that 85% of the recommendations made in the 11 audit reports reviewed in this study had received action toward implementation to some degree. Respondents were also asked to cite factors which facilitated or impeded recommendation implementation. Significant factors facilitating the implementation of recommendations were reported to be time, organizational structure/personnel and planning. The analysis of the collective recommendations revealed that school board policies were not adequate to direct the design, delivery and monitoring of curriculum when measured against audit Standard One criteria. School districts in Texas rely ...
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An Analysis of the Management and Leadership Development Training Needs of Texas Principals on the Texas State Board of Education's Core Curriculum

An Analysis of the Management and Leadership Development Training Needs of Texas Principals on the Texas State Board of Education's Core Curriculum

Date: December 1994
Creator: Morris, Amelia Marie
Description: The problem of this study was to determine training priorities as mandated by the Texas Legislature on the CORE Curriculum for Management and Leadership Development and their implications for Texas public school principals. Purposes of the study were to validate an instrument for assessing principals' training needs, to provide data for planning and delivering training for principals, to provide results to staff developers, and to develop a profile of similarities and differences in the perceptions of principals and their superordinates.
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An Analysis of the Perception of the Degree of Compliance of Selected Texas Public High Schools with Title IX of the Education Amendments of 1972

An Analysis of the Perception of the Degree of Compliance of Selected Texas Public High Schools with Title IX of the Education Amendments of 1972

Date: December 2005
Creator: Hollingsworth, Jerry Don
Description: In recent years, few laws have had greater impact on public education than Title IX of the Education Amendments of 1972. As a result of this legislation, participation levels of female athletes have risen dramatically. Conducted in the Texas Education Agency's Region XI, this study sought to ascertain the perceptions of high school principals, the lead coaches of male athletes, and the lead coaches of female athletes with regard to their schools' compliance with the components of Title IX. The study centered on the results of a survey instrument that included twenty Likert-scale questions as well as several demographic questions. The research questions sought to determine: (1) respondents' overall perception of compliance; (2) any differences in perceptions of compliance based upon the role of the individual; (3) any differences in perceptions based upon the percentage of students qualifying for free and reduced lunch; (4) any differences based upon the state classification of the schools; (5) any differences based upon the gender of respondents; (6) whether complaints filed via OCR result in a perception of increased compliance; and (7) the program component areas in which respondents view their schools to be most compliant. Descriptive and causal-comparative methods were used to analyze ...
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Anti-bullying Policies And Practices In Texas Middle Schools

Anti-bullying Policies And Practices In Texas Middle Schools

Date: December 2011
Creator: Robbins, Rosemary
Description: For over a decade national attention to bullying in American schools has increased, fueled by publicity about suicides of severely bullied youth. Schools have the charge of maintaining the safety of all students in order to ensure a positive learning environment, but there is little information about what they are doing to prevent bullying. The purpose of this study was to provide information on principals’ perceptions of bullying and what anti-bullying policies, procedures, and programs exist in Texas middle schools. Ninety-nine principals completed an online questionnaire that addressed: 1) their knowledge of district and campus policies concerning bullying; 2) their direct experience with bullying; and, 3) bullying-prevention strategies and training in place in their schools. Principals reported direct experience with all types of bullying included on the questionnaire in their schools, but had a surprisingly small mean of 14.8 verified bullying incidents during the 2010-2011 year. Over 60% felt the level of physical safety in their school was good or very good, but only 35% rated their school’s emotional safety as good or very good. Students, parents, and teachers reported bullying to the majority of principals; however, few schools conducted annual student surveys that could provide accurate information about bullying ...
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Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test.

Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test.

Date: August 2005
Creator: Norgaard, Holly Luttrell
Description: The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a ...
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Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores.

Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores.

Date: December 2002
Creator: Dickson, Teresa K.
Description: This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the Biology End Of Course (EOC) exams were analyzed using ANCOVA, Chi Square, and Logistic Regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant ...
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Assessment and Analysis of Per Pupil Expenditures: a Study Testing a Micro-Financial Model in Equity and Student Outcome Determination

Assessment and Analysis of Per Pupil Expenditures: a Study Testing a Micro-Financial Model in Equity and Student Outcome Determination

Date: May 1999
Creator: Holsomback, James Richard
Description: The purpose of this study was to examine district level financial data to assess equity across districts, to compare equity benchmarks established in the literature using selected functions from the state's financial database, and to determine the predictive value of those functions to the Texas Assessment of Academic Skills (TAAS) tests of 1997.
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Attitudes Toward Computer Use and Gender Differences Among Kuwaiti Sixth-Grade Students

Attitudes Toward Computer Use and Gender Differences Among Kuwaiti Sixth-Grade Students

Date: August 2000
Creator: Almahboub, Shafi Fahad
Description: Because computer use become more and more important in the educational environment, the attitudes of students toward computer may play an important role in their learning success. This study investigated the attitudes toward computers and gender differences of sixth-grade Kuwaiti students and examined the relationships between students’ attitudes toward computers and school, motivation/persistence, study habits, empathy, creative tendencies, and achievement in the Informatics field. The Computer Attitude Questionnaire (CAQ), translated from the English into Arabic Language for this study, was originally developed by Knezek and Miyashita for the Texas Center for Educational Technology (University of North Texas). The CAQ was administered to a random cluster sample of 10 public middle schools: (5 boys’ and 5 girls’ schools), with a total of 562 students, (265 boys and 297 girls), in the State of Kuwait during the academic year 1999-2000. The pilot test was conducted to calculate the reliability with Cronbach’s alpha = .87 for the CAQ Arabic version. This study found positive attitudes toward computer use (mean = 3.31 on 4-point Likert-scale); however, girls had significantly more positive attitudes toward computers (mean = 3.36) than did boys (mean = 3.26). It also found statistically significant correlations between attitudes toward computers and ...
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Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs.

Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs.

Access: Use of this item is restricted to the UNT Community.
Date: May 2002
Creator: Harris, Steven A.
Description: This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.
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