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 Degree Discipline: Educational Administration
A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities

A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities

Date: August 2011
Creator: Holacka, Karin V.
Description: This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership ...
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A Comparison of the Personality Traits of Effective Teachers of Bilingual and English as a Second Language Students with the Personality Traits of Effective Teachers of Traditional Elementary School Students

A Comparison of the Personality Traits of Effective Teachers of Bilingual and English as a Second Language Students with the Personality Traits of Effective Teachers of Traditional Elementary School Students

Date: May 1993
Creator: Allgaier, Sylvia Mahon
Description: The purpose of this study was to identify the personality traits of effective elementary bilingual/ESL teachers, to identify the personality traits of effective traditional elementary teachers, and to compare the two groups.
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A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students

A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students

Date: December 1993
Creator: Harrison, Robert S. (Robert Seidel)
Description: The purpose of the study was to compare the relative benefits of treating at-risk students, those considered to be potential dropouts, by separating them into special classes at a separate facility—a pullout program—versus having them remain in regular classes with periodic supplemental counseling based upon individual needs—a mainstream program. To carry out the purpose of the study, students enrolled in the two types of treatment programs were compared in respect to retention in school, attendance, academic achievement based upon pretest and posttest scores, report card grades, and attitude toward school.
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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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Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers.

Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers.

Date: May 2007
Creator: Larson, Susan Hatlestad
Description: The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based ...
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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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Computer Skills And Usage Of Students In Grades 10-12 Who Are Legally Blind: A Descriptive Analysis

Computer Skills And Usage Of Students In Grades 10-12 Who Are Legally Blind: A Descriptive Analysis

Date: August 2003
Creator: Gray, Kitra Hill
Description: This research project was a descriptive analysis of the computer usage and skills of academic students in grades 10-12 who are legally blind and attending public school in the Region 10 Education Service Center service area of Texas. In addition, this study provided a process that other regions in the state or educational agencies may duplicate to document the computer skills and usage of students with visual impairments in their area. Twenty-seven students who are legally blind were surveyed by their teachers of the visually impaired regarding their computer usage and skill abilities, and eleven of the twenty-seven students were interviewed by the researcher to gain further information pertaining to computer usage and future plans upon graduation. Using prior research as a basis for understanding how sighted students used the computer, it was found that students who are legally blind used the computer similarly to their sighted peers except that students with significant visual impairments seemed to use to the computer to listen to music more than their sighted counterparts. In addition, students who are legally blind indicated that they learned most of their computer skills at school rather than at home like their sighted teenagers. Furthermore, it was determined ...
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The Constitutionality of Dress Code and Uniform Policies

The Constitutionality of Dress Code and Uniform Policies

Access: Use of this item is restricted to the UNT Community.
Date: May 2005
Creator: Stromberger, Joanne
Description: This dissertation proposes to delineate the criteria for determining the constitutionality of public school dress codes based on an examination of relevant case law. The study addresses the following underlying questions: (1) Do students have a constitutional right to freedom of choice regarding their personal dress and grooming in public schools? (2) If so, what is the origin of the right? (3) What justification does a school district need in order to intrude upon the right? (4) Does the extent to which there is a right, and that it is accorded support by the judiciary, depend on the student's age and grade level? (5) What do state statutes say about dress codes and uniforms? (6) Do state statutes comport with the circuit courts' rulings in the various jurisdictions? The first part of Chapter I examines the purpose of school uniforms as set forth in relevant educational literature and commentary. The second part of the chapter examines empirical evidence on the effects of dress codes and uniforms. Chapter II addresses the first three questions listed above concerning students' right to choice in personal dress, the origins of such a right, and the justification required for a school to intrude upon this ...
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Correlates of Texas Standard AP Charter Campuses and How They Compare with Standard AP Traditional Public Campuses

Correlates of Texas Standard AP Charter Campuses and How They Compare with Standard AP Traditional Public Campuses

Date: August 2009
Creator: Gomez, Jason Diego
Description: The research sought to objectively evaluate the effectiveness of Texas standard AP open-enrollment charter school campuses and to discover independent variables that may be utilized to predict effective charter school campuses. The literature review was designed to enhance the current understanding of charter schools and therefore facilitate a more effective evaluation of them. A basic knowledge and understanding of the origins, characteristics and purposes of charters allow for a more objective analysis. The literature review covered the history of charters including their founders, characteristics, and growth patterns. The data items used in the analyses were downloaded from the 2007-2008 Academic Excellence Indicator System (AEIS), which contains a variety of data from all Texas public schools. Multiple statistical analyses were utilized including chi-square, ANOVA, multiple regression and discriminate analysis. In order to evaluate Texas standard AP open enrollment charter campuses, their accountability ratings were compared with those of standard AP traditional public school campuses. The research evaluated twelve independent variables for charter schools to determine their relationship to accountability ratings, thereby providing charter operators indicators or predictors of accountability ratings to facilitate better academic quality. By analyzing the same variables for traditional public schools as charter schools, a baseline model was ...
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A Cost-Benefit Analysis of the Implementation of Texas House Bill 72 in Selected Texas Public School Districts

A Cost-Benefit Analysis of the Implementation of Texas House Bill 72 in Selected Texas Public School Districts

Date: May 1990
Creator: Bradford, Ronald W. (Ronald Wayne)
Description: This study was conducted to analyze the effect of implementation of Texas House Bill 72 on budgets of selected Texas public school districts and to ascertain educational benefits to students derived from implementation of the bill as perceived by superintendents. Questionnaires were sent to superintendents of the Region 10 Education Service Center to determine perceived educational benefits to students. A demographic data sheet provided information for classifying respondents by educational experience, superintendent experience, and district enrollment classifications. Sixty-two districts responded. Official public school budget data for each district were analyzed for fiscal years 1983 through 1986 as were data from the questionnaire. Overall statistical information was gleaned through CONDESCRIPTIVE. Mean total expenditures, mean total tax rate, and state fiscal aid data were compiled, tabulated, and reported for each enrollment classification and entire sample. In addition, a t-test between the difference of two independent means at a probability level of .05 was applied. The two independent means were the averages of data for the two years prior to and after implementation of the law for expenditures, tax rates, and state fiscal contributions. Data comparing local and state expenditures were compiled, tabulated, and reported for each group to compare local and state ...
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Data Envelopment Analysis: Measurement of Educational Efficiency in Texas

Data Envelopment Analysis: Measurement of Educational Efficiency in Texas

Date: August 2012
Creator: Carter, Lacy
Description: The purpose of this study was to examine the efficiency of Texas public school districts through Data Envelopment Analysis. The Data Envelopment Analysis estimation method calculated and assigned efficiency scores to each of the 931 school districts considered in the study. The efficiency scores were utilized in two phases. First, the school district efficiency scores were combined with school district student achievement to evaluate effectiveness with efficiency. A framework was constructed to graph the scores on an x-axis of student achievement scores and a y-axis of efficiency scores to further illustrate the data. The framework was evaluated with the full statewide sample and with school districts categorized into similar peer groups. Then, using variables selected from related scholarly literature, a regression analysis identified which factors impacted school district efficiency statewide. The non-discretionary variables included in the study were total student enrollment, the percentage of non-white students and the percentage of economically disadvantaged students. The discretionary variables selected included the teacher-to-student ratio, teachers’ average years of experience, the percentage of teachers with master’s degrees and the average teacher base salary. Amongst the seven factors selected for regression analysis, five statistically significant variables were identified as impacting statewide school district efficiency. All ...
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The Demographics of Corporal Punishment in Texas

The Demographics of Corporal Punishment in Texas

Date: May 2012
Creator: Phillips, Stephanie
Description: This dissertation examined the student discipline policies of 1,025 Texas school districts, as well as data from the Texas Education Agency’s Academic Excellence Indicator System in order to identify demographic patterns regarding corporal punishment policies in Texas schools. the study also studied the relationship between a district’s corporal punishment policy and student achievement. the dissertation utilized legal research methods and document analysis as its research methodology. Document analysis was the primary methodology used to answer the research questions whereby individual school district policies were identified and classified based on a number of demographic characteristics as well as the variations in corporal punishment policies among the various districts. the results of the study found that although more Texas school districts permit corporal punishment than have banned the practice, 60 percent of Texas school children go to school in districts where corporal punishment is not permitted. Corporal punishment is generally permitted in rural areas, with the majority of school districts in West Texas and the Texas Panhandle still allowing it by policy. a case study affirmed a finding from a national study regarding the type and locale of a student that is most likely disciplined using corporal punishment. the study determined that ...
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A Descriptive Law and Policy Analysis of Corporal Punishment in Florida Public School Districts

A Descriptive Law and Policy Analysis of Corporal Punishment in Florida Public School Districts

Date: December 2012
Creator: Goodson, Christopher B.
Description: Corporal punishment is banned by state statute in 31 of the 50 U.S states. The 19 states that still allow the practice are largely located in the South and the Rocky Mountain West. However, data indicate that the practice of corporal punishment is still largely a Southern phenomenon. In the 19 states that allow the practice to continue in schools, many have seen the use of the disciplinary technique decline. Existing research documents the negative effects and very little research supports any positive benefits of corporal punishment. This study analyzes school board policies from the 67 public school districts in the state of Florida to determine if trends in policies and incidents of corporal punishment are similar Texas and North Carolina. Research on Texas and North Carolina indicate corporal punishment is used more frequently in districts with smaller enrollments, and in more rural areas. Data from this study suggests that the decrease in the number of incidents of corporal punishment as well as the concentration of the practice among school districts in Florida school follows the same trends of declining use that exist in Texas and North Carolina public schools. Findings illustrate a need for continued research of corporal punishment ...
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A Descriptive Review and Analysis of the Creation and Development of an Advisory Program in an Inner-City Middle School

A Descriptive Review and Analysis of the Creation and Development of an Advisory Program in an Inner-City Middle School

Date: May 2001
Creator: Hunter, Matthew P.
Description: This study described and analyzed the development and implementation of an advisory program at one urban middle school. Development of the advisory program began during the 1997-98 school year. The implementation of the program was examined during the 1998-99 and 1999-2000 school years. This school site was chosen because of the in-depth research and planning of the program beyond the typical amount performed by many schools, and the wide-scale staff participation utilized in the program's development. In order to follow the processes of development and implementation, several models of change, innovation, and organizational analysis were used to provide focus for analysis of events that occurred during the three years of the program examined in this study. Data was collected in multiple manners. A complete review of school documents concerning the advisory program was performed, and over 50 percent of the faculty were interviewed through individual and team interviews. The findings of this study include various elements concerning the development and implementation of the advisory program. Data was collected and analyzed in three main categories including a) driving and resisting factors for beginning and implementing the program, b) processes used to plan, maintain and develop the program, and c) the periods ...
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A Descriptive Study of Personnel Decisions Appealed to the Texas State Commissioner of Education August 1981 - August 1986

A Descriptive Study of Personnel Decisions Appealed to the Texas State Commissioner of Education August 1981 - August 1986

Date: May 1989
Creator: Hughes, N. Sue Cothran
Description: The problem. --The problem in this study was to describe the issues arising in employment decisions appealed to the Texas Commissioner of Education. Decisions made in courts are binding on school officials, and they are published in law reporters found in most libraries. The Commissioner's decisions are also binding on school officials, but they are not published or widely reported. Thus, this important body of information may not reach those who are responsible for its application. Methods. --The decisions of the Commissioner were examined to determine the issues and the underlying rationale used by the Commissioner in the process of deciding the appeals. A series of data reductions allowed a determination of patterns found in the outcomes of the decisions which favored the employee and those which favored the school districts. The analysis produced a set of data from which implications for decision making could be drawn.
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Determining Factors that Influence High School Principal Turnover Over a Five Year Period

Determining Factors that Influence High School Principal Turnover Over a Five Year Period

Date: May 2010
Creator: Sheppard, Rebecca Replogle
Description: The purpose of this study was to determine the effects of salary, compensation and benefits, accountability, job stress, increased instructional responsibilities, changes in student demographics, lack of support, politics, advancement opportunities and promotion on tenure and turnover among high school principals in the state of Texas. The participants in the study included 60 Texas high school principals who left a high school principalship for a different high school principalship within the past 5 years. The participants completed the Texas Principal Survey and data were analyzed using binary logistic regression. The data indicated that salary, compensation and benefits was a significant factor in predicting an increase in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Additionally, advancement opportunities was a significant factor in predicting a decrease in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Responses from an open ended question asking principals why they left their prior principalship suggested that principals left for reasons ...
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Early College High School: Hispanic Students’ Perceptions and Experiences From a Texas Campus

Early College High School: Hispanic Students’ Perceptions and Experiences From a Texas Campus

Date: May 2012
Creator: Brenner, Rose K.
Description: Early college high school (ECHS) is a dual enrollment program that allows high school students to earn college credits while in high school. ECHS was developed with the intention of attracting students to pursue a 4-year college degree, especially students who might not attend college without intervention. The program targets students from low-income families, students who have low academic achievement, and students from minority groups including Hispanics, African Americans, and Native Americans. The purpose of this study was to explore the perceptions and opinions of Hispanic students about their experiences in an ECHS, and to better understand how their ECHS experiences affected motivation to engage in academics. The expectancy theory and college-going culture provided the theoretical framework for this case study. Semi-structured interviews captured the experiences of the participants. The study focused on 10 Hispanic students, 5 seniors and 5 juniors, enrolled at an ECHS located on a community college campus in Texas. The study found that students with higher motivation to work at high school and college courses had several reasons for choosing to attend ECHS. The reasons included a chance to earn a high school diploma and associate’s degree simultaneously, free college tuition, and an accelerated program to ...
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Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement

Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement

Date: December 2003
Creator: Baker, Brenda
Description: Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The ...
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Educational Performance: Texas Open Enrollment Charter High Schools Compared to Traditional Public High Schools

Educational Performance: Texas Open Enrollment Charter High Schools Compared to Traditional Public High Schools

Date: December 2012
Creator: Jackson, Nokomis “Butch,” Jr.
Description: The study examined mathematics and English student achievement, attendance rates, dropout rates, and expenditures per pupil for Texas high school students in both open-enrollment charter schools and traditional public high schools for the 2009–2010 school year. All data were assembled using archived information found at the Texas Education Agency (TEA). This information included the TEA report entitled Texas Open Enrollment Charter Schools Evaluation; TEA Snapshot Yearly Report; and Academic Excellence Indicator System (AEIS) data files. Microsoft Excel (Version 2010) was used to randomly select traditional public high schools categorized as Title 1 and non-Title 1 for comparison with Title 1 and non-Title 1 open-enrollment charter high schools. The IBM Statistical Package for the Social Sciences (SPSS) (IBM Statistics Version 20) was used for a one-way analysis of variance (ANOVA) conducted between one independent variable (charter or traditional school) and five dependent variables (mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil). Traditional public high school students had higher or better average mean values than charter schools for mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil. The ANOVA found that four of the five dependent variables ...
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The Effect of a Telementoring Program on Beginning Teacher Self-efficacy.

The Effect of a Telementoring Program on Beginning Teacher Self-efficacy.

Date: August 2007
Creator: Muehlberger, Linda S.
Description: This study examined whether the telementoring program had a positive impact on beginning teacher self-efficacy. Telementoring is an adaptation of mentoring, using telecommunications technology as the means to establish and maintain mentoring relationships between the participants. The program was intended to create an atmosphere of community; to provide expert training in the profession; to retain good teachers; and to offer support for the new teacher in times of self-doubt. A quasi-experimental design and mixed methods measures were used to determine the effect of a telementoring program on beginning teacher self-efficacy. Participants were members of a district induction/mentoring program. An experimental group of 20 first-year teachers that participated in a supplemental telementoring program were compared to 20 first-year teachers who did not. The Teachers' Sense of Efficacy Scale was used to collect data on beginning teacher self-efficacy. A pretest was administered prior to the treatment and members completed a post-test at the conclusion of the study. Results were analyzed using a one-way analysis of variance. The experimental and control group results from both assessments were measured and compared. No statistically significant differences were found between the experimental group that participated in the telementoring program and those in the control group who ...
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The Effect of Job Congruency and Discrepancy with the National Athletic Trainers Association Athletic Trainer Role Delineation on the Job Characteristics Model of Work Redesign in Secondary School Athletic Trainers in Texas

The Effect of Job Congruency and Discrepancy with the National Athletic Trainers Association Athletic Trainer Role Delineation on the Job Characteristics Model of Work Redesign in Secondary School Athletic Trainers in Texas

Date: August 1997
Creator: Bunt, Stephen Churchill
Description: This study investigated person-situation relations of professional preparation and job classification of secondary school athletic training positions with core job dimensions and affective outcomes within Hackman and Oldham's 1980 Job Characteristics Model. Research focused on which relations show increased affective outcomes; relationships between core job dimensions and affective outcomes; and characteristics of the core job dimensions of task identification, task significance, and skill variety of athletic trainer tasks as defined by the National Athletic Trainers Association Board of Certification, Inc. 1995 Role Delineation Study.
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The Effect of Teachers' Self-Esteem on Student Achievement

The Effect of Teachers' Self-Esteem on Student Achievement

Date: May 1997
Creator: Hartley, Melba Lynn
Description: The purpose of this study was to examine the effect of the level of teachers' self-esteem on student achievement. This study surveys and analyzes factors of teachers' self-esteem. Its results are based on (1) a review of the literature to develop an understanding of historical perspectives and research, (2) the factors involved in the development of self-esteem, (3) the role of the parents, and (4) the role of the teacher. Forty-three teachers of grades three and five in North Central Texas completed the Gordon Personal Profile-Inventoiy to assess their levels of self-esteem. Six teachers with mid-range scores were eliminated from the study. The remaining 37 teachers were divided into high and low self-esteem categories. Students' Texas Learning Index scores on the Texas Assessment of Academic Skills were matched with the appropriate teachers' scores. The findings of the study indicate that the students with teachers in the high level of self-esteem category scored an average of 5.67 points higher than those students with teachers in the low level of self-esteem categoiy. Findings resulting from the study led to the conclusion that teachers with high levels of self-esteem have a positive influence on the achievement of their students.
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The Effect of Texas Charter High Schools on Diploma Graduation and General Educational Development (Ged) Attainment

The Effect of Texas Charter High Schools on Diploma Graduation and General Educational Development (Ged) Attainment

Date: August 2005
Creator: Maloney, Catherine
Description: This dissertation is a study of the effect of Texas's charter high schools on diploma graduation and General Educational Development (GED) attainment. Utilizing data from the Texas Schools Project at the University of Texas at Dallas, the study follows a cohort of Texas students enrolled as 10th graders in the fall of 1999 and tracks their graduation outcomes through the summer of 2002 when they were expected to have completed high school. The analysis uses case study research and probit regression techniques to estimate the effect of charter school attendance on graduation and GED outcomes as well as the effect of individual charter school characteristics on charter students' graduation outcomes. The study's results indicate that charter school attendance has a strong negative effect on diploma graduation and a strong positive effect on GED attainment. In addition, the study finds that charter schools that offer vocational training, open entry/exit enrollment options, and charters that are operated in multiple sites or "chain" charters have positive effects on charter students' diploma graduation outcomes. Charters that offer accelerated instruction demonstrate a negative effect on diploma graduation. The study finds that charter school graduation outcomes improve as charters gain experience and that racially isolated minority ...
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The Effect of the Conflict Between Instructional Leadership and Building Management Roles on Job Satisfaction of the Texas Public High School Principal

The Effect of the Conflict Between Instructional Leadership and Building Management Roles on Job Satisfaction of the Texas Public High School Principal

Date: August 1990
Creator: Hulen, Chris Wendell
Description: The problem of this study was the conflict perceived by Texas Public High School Principals involving two roles which have been described as contradictory in nature; namely as an instructional leader and as a building manager. This study was also concerned with the level of job satisfaction of the Texas Public High School Principal. 1,205 Texas Public High School Principals identified by the Texas Education Agency and University Interscholastic League were mailed a three part questionnaire survey. 700 principals (or 58.09% of the entire population) returned the completed surveys. The questionnaire "Demographic Survey for Texas Public High School Principals" consisted of eight questions. The thirty-four statement "Questionnaire for Texas High School Principals" allowed principals to provide their perceptions of the roles and responsibilities for their present position as well as an ideal position. The final questionnaire, the four question "Survey of Job Satisfaction", assessed the level of job satisfaction for each principal. Hypothesis one was analyzed with a one-way ANOVA to determine if principals differed in their perceptions of their job roles and job positions. These positions included both the present job position and a more desired or ideal job position. The differences in these positions resulted in conflict. Hypothesis ...
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