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  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Collection: UNT Theses and Dissertations
The Interpretations of the Concept of "Inclusion" Held by Key Policy Makers, Policy Drivers and Policy Implementers Concerned with Service Delivery to Special Education Students in Texas Urban Public School Settings

The Interpretations of the Concept of "Inclusion" Held by Key Policy Makers, Policy Drivers and Policy Implementers Concerned with Service Delivery to Special Education Students in Texas Urban Public School Settings

Date: May 1997
Creator: James, Leslie Charles
Description: The purpose of this study was to examine concepts of "inclusion" held by policy drivers (PD), policy makers (PM) and policy implementers (PI) from various national organizations, state agencies and school districts. Interviews were conducted with 14 informants, and responses recorded, transcribed and clustered according to patterns of language. Documents provided by informants were reviewed. A Likert-type questionnaire was developed, grounded in patterns of language used in interviews and documents. Descriptive and inferential statistics identified variance between and within groups. Of 430 questionnaires sent, 266 were returned. Factor analysis of 29 items yielded 5 factors (definition of inclusion, training and support, receptivity, benefits/barriers, and prerequisites). One way analysis of variance, tests for homogeneity and multiple range tests were performed. Patterns of understanding of inclusion were clarified, and interpretations and conclusions were drawn. Significant variance was found among PD, PM, and PI on 3 of 5 factors (benefits/barriers, prerequisites, receptivity) with the greatest variance being between PD and PI. The most significant variance among 8 school districts occurred with factor 1 (benefits/barriers of inclusion). Informants' degree of support for inclusion was frequently not reflective of the organizations they represented. All groups associated inclusion with attitudes and beliefs, rather than with actions ...
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An investigation into the current practices of formal and informal teacher technologists on the use of computers in the classroom in an urban academy school and a private academy school.

An investigation into the current practices of formal and informal teacher technologists on the use of computers in the classroom in an urban academy school and a private academy school.

Date: August 2003
Creator: Herring, Jennifer C.
Description: The purpose of this study was to explore the practices of formal and informal teacher technologists in two school settings: an elite private, high school academy and an urban poor, middle school academy. This investigation included clarifying the role of the formal and informal teacher technologist and investigating the need for both formal and informal teacher technologists. This study also explored the technological differences between the public academy middle school and the private academy high school. Two formal and eight informal teacher technologists were interviewed face-to-face three times, each using the transcendental phenomenology research design. Each teacher technologist was also observed at least once in classroom and teacher training sessions. The results of this study revealed (1) the role of the teacher technologist was a fast technology problem solver; and (2) although students and teachers used technology, the schools lagged in adequate technology and/or teacher training; (3) the teacher technologists used the Internet to build and evaluate curriculum; (4) most students used tool software centered around project-based activities; (5) teacher technologists trained other teachers to be collaborative risk-takers in using technology; (6) teacher technologists shared what they learn with students and other teachers; and (7) students could be student-learners or ...
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An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender

An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender

Date: August 2013
Creator: Hamilton, Christina
Description: The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their technological pedagogical content knowledge. The survey instrument used was the Survey of Teacher Educators’ Technological Pedagogical Content Knowledge (TPACK) which is an adaptation of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology developed by Schmidt. A total of 347 public Texas university teacher education faculty members participated in the study. Multiple regressions were utilized and the effect size was considered to determine the strength of the relationship between the variables. A statistical significance was found relating to the age, rank, and gender of the university teacher educator faculty member and their technological knowledge (TK). Based on the information provided for the b weights, age was found to be the best predictor of their technological knowledge (TK). The discriminant analysis identified what relationship exists between the ages of university teacher education faculty technology knowledge. The results of the discriminant analysis indicate the range 20-30 and 60+ contribute equally to teacher educators’ technological knowledge. Although no statistically significant results were determined with respect to the correlations between gender, age, and rank and technological content knowledge, ...
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An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance

An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance

Date: August 2001
Creator: Newton, William Frazier
Description: The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End of Course Tests) from teachers and administrators; (2) relate teacher and administrator knowledge and perceptions of the test to student test performance as reported in the Academic Excellence Indicator System (AEIS) Reports. Answers to the following questions were sought: 1. To what extent do teachers and administrators possess different levels of knowledge regarding TAAS, and different attitudes toward TAAS about its purpose and usefulness? 2. Are differences in teacher and administrator knowledge of TAAS related to student performance? 3. Are differences in teacher and administrator attitude toward TAAS related to student performance? Information was collected, by means of a twenty-six-item survey measuring teacher and administrator knowledge and attitude toward TAAS. The selected schools were chosen from schools rated as either exemplary or low performing by the state accountability system. The data were examined using Descriptive Statistics (Mean, Median, Mode, Standard Deviation) and Analysis of Variance (ANOVA). ANOVA was performed to determine if a significant variance existed between the responses of teachers and administrators and also between exemplary and lowperforming schools. Exemplary and low performing schools ...
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Latin Vocabulary Acquisition : An Experiment Using Information-processing Techniques of Chunking and Imagery

Latin Vocabulary Acquisition : An Experiment Using Information-processing Techniques of Chunking and Imagery

Date: August 1997
Creator: Carter, Terri Gay Manns
Description: The purpose of the study was to determine the effect on student performance and attitude toward high school Latin by Latin I students when provided with vocabulary instruction through chunking and imagery.
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The Launching of an Accelerated School: A Case Study

The Launching of an Accelerated School: A Case Study

Date: May 1995
Creator: Montgomery, Alcynthia R. (Alcynthia Rose)
Description: The purpose of this qualitative study was to explore the readiness, planning, training and implementation stages of staff development in the implementation of the Accelerated Schools Program in a suburban elementary school. The research questions focused on how the school became interested in the accelerated program; the steps that were taken to make the school ready to accept the program; the training made available to the staff, parents and students; how teacher approval and acceptance were achieved; and how the implementation was initiated and to what degree.
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Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.

Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.

Date: May 2009
Creator: Hill, Shannon D.
Description: This study examined the relationships between leadership practices of principals and strength of schools as sustainable professional learning communities. Strength of schools as professional learning communities was measured using the Professional Learning Communities Assessment; leadership practices were measured using the Leadership Practices Inventory both Self and Observer protocols. Findings indicated that neither principal's self-perceptions of their leadership practices nor teachers' assessments of their principals' leadership practices were related to strength of schools as professional learning communities. Findings did indicate ten specific leadership behaviors of principals that appear to be more highly related to strength of schools as learning communities. Further analysis which focused on the two strongest learning community schools and the two weakest learning community schools indicated that three specific leadership behaviors within Kouzes and Posner's practices of modeling the way and enabling others to act appear to be the most strongly related to reculturing schools as sustainable professional learning communities. Principals who set a personal example of what they expect of others are most likely to lead schools that function as strong learning communities. Additionally, principals who build consensus around a common set of values are also most likely to lead strong learning communities. Finally, principals who develop ...
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Lease Purchase Financing: The Processes and Impact on New School Construction in Texas

Lease Purchase Financing: The Processes and Impact on New School Construction in Texas

Date: December 2005
Creator: Mohundro, William Randolph
Description: The purpose of this study was to review and explore the concept of lease purchase financing for the construction of new facilities in Texas. It sought to determine the impact of lease purchase financing and the characteristics of those districts that have utilized lease purchase financing for the purpose of new school construction. A two pronged approach was used for the study, both quantitative and qualitative. The study examined all school districts that utilized lease purchasing and examined various traits of the districts. Data was acquired from the Texas Education Agency and the Texas Bond Review Board. The qualitative portion of the study included interviews with superintendents of nine different Texas school districts that have utilized lease purchase financing. The study concluded that lease purchase districts were generally small school districts that were property poor and have high property tax rates. The study also concluded that the major reason for districts to use lease purchase financing was to avoid having to hold an election in order to gain approval for the sale of traditional general obligation bonds. Another factor identified was the availability of state funds through the state Instructional Facility Allotment. The study also concluded that while districts sought ...
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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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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.
Contributing Partner: UNT Libraries