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Impact of Early Childhood Education on Later Academic Achievement
The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
The Impact of Exclusionary Discipline on Students' Academic Performance in Title I Elementary Schools
Exclusionary discipline is a consequence of behavior for students who break the student code of conduct. Extensive research about the effects that exclusionary discipline can have on secondary students, as evidenced by reduced graduation rates, has been conducted; but, research studies investigating the potential impact that exclusionary discipline can have on the academic outcomes of students at the elementary level have yet to be conducted. The use of exclusionary discipline is overrepresented in students with low socio-economic (SES) backgrounds; large populations of low-SES students are educated at Title I schools that receive federal funding to support academic growth. The purpose of this causal-comparative, non-experimental study was to investigate the impact that exclusionary discipline consequences had on fifth-grade students who attended all of the elementary schools within one north Texas school district during the 2018-2019 school year. In conjunction with the examination of the effect that the assignment of exclusionary discipline consequences can have on the academic outcomes of fifth-grade students, student-specific variables such as attendance at a Title I or non-Title I campus, student race, timing of exclusionary discipline assignment, and students in various educational programs were investigated to determine the potential impact of exclusionary discipline on fifth-grade students by student subgroup. Archival data such as the number of days a student spent in exclusionary discipline, student demographics, and students' scores on the State of Texas Assessments of Academic Readiness (STAAR) standardized test scores in reading and mathematics were utilized. A summary of findings, implications for administrators and schools, and recommendations for future research is also presented.
Impact of Increased High School Mathematics Requirements on College Entrance Exam-Taking and Scores
Research shows that students who take advanced mathematics courses perform better on measures of college readiness than students who take less rigorous courses. However, no clear effect has been shown on requiring all students to take more advanced courses. This study examined whether increases in the number and level of mathematics courses required for high school graduation have resulted in increased levels of college aspirations and preparedness. Specifically, twenty years of data from a rural school district in Texas were analyzed to determine whether the impact on college entrance exam-taking and performance differed by the mathematics requirements in effect for each class. Logistic and linear regression modeling revealed no statistically significant effect of higher requirements. And while overall results by gender and race mirrored previous research, with males tending to have higher scores than females and White students tending to score higher than African-American and Latinx students, the increased requirements were not associated with any mitigation in these inequities.
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
This study examined the influence of instructional technology on Spanish as a Foreign Language (SFL) vocabulary acquisition and the intrinsic motivation language learners present while learning vocabulary in a second language. A quasi-experimental design helped determine the impact of the instructional technology intervention using Quia and Quizlet to learn vocabulary over direct instruction. A nonrandom convenience sample of (N = 47) participants was divided into the experimental group (n = 25) and control group (n = 22). Data was collected from face-to-face interactions. Participants were secondary Spanish two students, ages 14–17, and from a north Texas public school. I taught 10 lessons over 10 days during a 30–45-minute instructional technology or direct instruction activity independently. The findings revealed whether the strategies, (a) instructional technology or (b) direct instruction, have a significant impact on Spanish vocabulary acquisition and student intrinsic motivation. The study's findings were derived from independent t-tests, which indicated that using instructional technology did not impact vocabulary acquisition over participants learning through a direct instruction method. Student intrinsic motivation was also not impacted. The analysis determined no significant impact between instructional strategies or the student's intrinsic motivation while learning vocabulary in a second language. While this study provides practical methods to implement in a classroom for language learners, the recommendations are intended for all educators to guide and teach language development and implement instructional lessons that influence students' vocabulary acquisition using motivating strategies.
The Impact of Kindergarten Classroom Assignment on Classroom Teachers and Student Achievement
To determine the impact of an administrator's decision on student placement in kindergarten classrooms, teachers were asked to share their perceptions on how that decision impacted their ability to deliver instruction and follow the district scope and sequence, as well as how that decision impacts student academic achievement and social and emotional development. This qualitative study was designed to gather data from kindergarten teachers using focus group interviews and individual interviews of campus principals from two campuses within the same district. The following two ways in which kindergarten classrooms were created were explored: (a) by random assignment or (b) knowledge of students' academic and behavioral performance based on information relevant to their Pre-K experience. Campus principal participants reported that they each chose their method to provide equity in the classrooms and fairness amongst their teachers. Teacher participants reported that overall, they preferred to have as much information about incoming students as possible and to be a part of the process of placing students into classrooms for the following year. By examining these teachers' perspectives, the findings from this study may positively influence policy and practice for campus administrators as they decide how they will place students in kindergarten classrooms. Continued qualitative examination of student achievement could help determine if one method of placement positively impacts student achievement. Data collected from a larger sample within the district or expanded to compare between districts could help campus administrators make positive classroom placements for kindergarten students. Also, a quantitative study using a survey might provide a more expansive view of the impact of administrators' process of assigning kindergarten students to classrooms.
The Impact of Kolot's Rosh Hodesh: It's a Girl Thing! on Adolescent Girls
The purpose of this mixed-method study was to examine the impact, if any, of Kolot's Rosh Hodesh: It's A Girl Thing! on adolescent girls in the areas of friendship, school issues, family issues, body image, and assertiveness after participating in the religious-based program for nine monthly modules. Participants completed pretests and posttests in the areas of self-concept and basic Jewish knowledge. Quantitative results demonstrated statistically significant results in the areas of basic knowledge of Jewish female role models, values, and traditions, and statistically significant results in the areas of general, parental/home, and global self-concept. Qualitative results revealed inconsistent results with application of lessons taught, with some effect being acknowledged in the areas of friendship, gossip, bullying, self-defense, and assertiveness.
The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District
Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. Language planning and policy provide critical decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years.
The impact of leadership capacity and style on professional learning communities in schools.
Leadership capacity may be enhanced when school staff members work together as a professional learning community (PLC). Leadership style may impact how well a school staff work as a professional learning community. The purpose of this study was to assess the relationship between principal leadership style and the level of PLC on 18 campuses across the US that were working on becoming PLCs. Staff members answered questions from two surveys which measured the level of leadership capacity, leadership style of the principal, and level of professional learning community within the schools. Questions regarding leadership capacity and leadership style were taken from the Leadership Capacity School Survey. Questions designed to measure the level of PLC on a campus were taken from the Professional Learning Community Assessment. The product-moment correlation coefficient or Pearson r was calculated between the answers from the questions from both surveys. The results indicated that when a capacity building principal is working with staff members to create a PLC, a higher level of PLC development is evidenced. When principals used collaboration with their staff, their schools operated at a lower level as a PLC. These results encourage principals to consider building capacity among their staff members if they want to create professional learning communities on their campus.
The Impact of Leadership on School Culture and Teacher Retention
To determine the impact that school leaders have on school culture and teacher retention, a sequential explanatory mixed methods approach was used to study schools in a district feeder pattern in in a large, suburban district in Texas with a student population of approximately 25,000. In Phase 1, teachers at one elementary, one middle, and one high school were asked to complete a 26-question Likert scale survey about school culture. The last statement in the survey asked participants if they were willing to participate in a focus group about school culture and teacher retention. In Phase 2, focus group interviews were conducted with volunteer participants who took the survey and stated they would be interested in participating in a focus group. Three focus groups were held to divide the participants by grade level grouping taught: elementary, middle, and high school. Focus group participants stated that they believe school leaders play a vital role in creating the culture of the school and in teachers' desire to remain not only teaching at their school, but also remaining in the field of education. The survey data supported these findings. By examining teachers' perspectives, the findings of the study may positively inform and influence district hiring practices, develop leadership profiles and behaviors, and provide school leaders with ways to recruit and retain teachers. Further research could include a case study at one specific school or expanding the sample size and including more schools or studying a variety of districts to find additional ways to build school culture and retain teachers.
The Impact of Little Kids Rock Modern Band Programs on Elementary Mathematics Achievement
Overwhelming evidence supports the fact that music instruction greatly increases academic achievement on standardized test scores at the elementary, middle and high school level. When school districts face budget deficits, typically they alleviate the shortfall by eliminating music programs. Currently in Dallas ISD, teacher salaries are affected by how well a student performs on the STAAR exam. In this quantitative, causal-comparative study, 5th grade music STAAR mathematics scores are investigated to discover if instrumental music instruction using the Little Kids Rock Modern Band method improves academic achievement on the STAAR exam.
The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments
The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In 5th grade science, the students whose teacher spent more hours in professional learning for continuous improvement had an increased likelihood of scoring above the district median on CBAs.
The Impact of Reading Intervention on Student Achievement in Mathematics
With high stakes testing in public schools, pressure for success prompts schools to implement intervention programs for reading and mathematics, often at the expense of extra-curricular and elective activities. Previous literature indicated a correlation between reading comprehension and mathematical understanding. This study examined the specific intervention programs being utilized by two rural Texas school districts and the impact these programs had on student mathematic scores as measured by the State of Texas Assessment of Academic Readiness (STAAR). STAAR scores and student Response to Intervention (RtI) status were collected and identified over a five-year period for students Grades 3-7. Difference in scores for RtI and non-RtI and growth over time were examined using independent sample t-tests and one-way ANOVAs, respectively. Contrary to previous research, no significant impact was found on student math scores as a result of the reading enrichment programs utilized by the districts in the study. Results suggest current reading enrichment programs may not be the most effective for closing the achievement gap in mathematics and emphasized a need for further research to identify specific reading enrichment programs that could impact both reading and mathematics scores to increase both efficacy and efficiency of district intervention programs.
Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools
Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.
The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students.
In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.
Impact of Standards-Based Grading for Algebra I Students
In seeking to maximize student learning, educators must implement grading practices that assess well-defined course standards and clearly articulate student proficiency. Standards-based grading (SBG) practices enhance student learning by linking well-defined course standards and effective feedback. Analysis of variance (ANOVA) testing sought to determine if the use of standards-based grading in Algebra I resulted in higher achievement on standardized tests, specifically the Algebra I the State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) assessment. Specifically, addressing the following research questions: Are there differences on Algebra I scores on the STAAR EOC scores between students in a traditional grading system, hybrid grading system, and a standards-based grading system? Are the effects of grading system methods moderated by participant characteristics, i.e., gender, race/ethnicity (Black, Hispanic, White, and Asian), English language learner, special education services, or economically disadvantaged? One high school campus in a large school district in North Texas was involved in the current study. The study examines three years of data as the campus transitioned from a traditional grading system to one that employs the tenants of an SBG system while continuing to formally report percentage grades for assessments. In this study, the researcher found evidence to suggest a statistically significant impact from standards-based grading methods on student achievement as measured by the Algebra I STAAR EOC assessment for the entire population with mixed results when examined by participant characteristics.
The Impact of Standards-based Report Cards on Reading Development of Primary Grade Students
The purpose of this mixed-method study was to explore the instructional changes in first grade classrooms and reading progress of first grade students in relation to implementation of standards-based report cards (SBRC). The goal of this study, conducted in a suburban Texas school district, was to determine whether there was a statistically significant difference in reading progress between students enrolled in first grade classrooms in which traditional report cards were used in comparison to comparable classrooms in which SBRCs were used. Additionally, the instructional practices of teachers were examined to determine the types of changes that took place as the district moved from traditional report cards to SBRCs. A total of 709 students and 15 teachers were involved in the study. The study revealed that there was no statistically significant difference between the reading growth of students assessed in SBRC classrooms and those assessed with traditional report cards. There were, however, significant differences in instructional practices employed by teachers in SBRC classrooms. These changes in practice included instructing with a greater degree of focus on specific objectives to be taught, more closely following the district’s scope and sequence, greater communication regarding the grading criteria and methods used for reporting progress, use of the most recent achievement data when determining grades (in comparison to averaging of grades during a reporting period), and a greater awareness of students’ specific abilities.
The Impact of Target Revenue Funding on Public School Districts in North Texas
A pre–post case study was conducted to examine how target revenue funding from Texas House Bill 1 (2006) has impacted the school districts within the Texas Education Service Center Region X area. Forced by the courts, the Texas Legislature was required to fix the Texas school finance system because of a de facto statewide property tax it had created by capping school district’s maintenance & operations tax rate at $1.50. Texas Governor Rick Perry used this opportunity to reduce school district M&O taxes by one-third. The Texas Legislature passed House Bill 1 (2006), the Public School Finance and Property Tax Relief Act, in response to the courts and to address a continuous decline in state funding support for public education. The Public School Finance and Property Tax Relief Act reduced local school districts’ property tax rates and revenue with the assurance that these funds would be exchanged for state aid. Local school property taxes were reduced over two years, 2006–2007 and 2007-2008, by 33%. In order for the State of Texas to meet the state aid funding guarantee from House Bill 1 (2006), each school district was frozen to its 2005–2006 revenue per weighted student, which was called a district’s revenue target. This study examined the impact target revenue has had on these school districts by analyzing and comparing revenues and expenditures prior to and following the law’s implementation. Specifically, changes in per-student revenue, per-student expenditures, and district fund balances were assessed.
Impact of Teacher and Student Ethnicity on Student Assessments
The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburban school districts. This topic has been a subject of discussion since the late 10970s when Cardenas and Cardenas (1977) studied the achievement among minority students and their White peers. The conversation continued through authors such as Takei and Shouse (2008), Hays (2011), Ladson-Billings (2006), Dee (2003, 2005), and Brown (2006). To answer these research questions, a hierarchical multiple regression analysis was conducted on the data collected. Although the study verified the achievement gap between minority students and White students, the study indicated no consistent pattern corroborating that minority students were more successful when taught by teachers of the same ethnicity. In many cases, students learned better with teachers of a different ethnicity. Black students were successful with Hispanic or White teachers, Hispanic students were successful with Black or White teachers, and White students were successful with Black or Hispanic teachers. The TAKS assessment scores were the only data used to support this analysis.
The Impact of Teacher Professional Development on Student Achievement at a North Texas High School as Measured by End-of-Course Assessments in Algebra I and English Language Arts
The purpose of this study determined if a significant relationship existed between the amount of professional development that teachers participated in and the impact on the classroom instruction that followed. The goal was to study the effect that this had on student achievement in the State of Texas Assessment of Academic Readiness (STAAR) for English 1 and Algebra 1 for students at a large north Texas high school. Testing years for the study included the school years 2013-14, 2014-15, and 2015-16. Additional variables included the work in three areas of teacher professional development over the three-year period. Fourteen teachers, in two subjects, were studied in their implementation of classroom instruction. Particular attention was given to the instructional changes, and the number of hours of professional development in the areas of instruction, technology, and differentiation. Teachers were given opportunities to participate in 18 hours of professional development in all three areas in each of the three years. Teachers were then asked to incorporate the work that they completed each year into their day to day classroom instruction. The goal of the implementation of the professional development in addition to the curricular specifics regarding instruction of state standards was expected to produce increased state scale score marks for the students in the classes. Results of the study indicated success for students in the area of English 1 end-of-course assessment. From the beginning of the study, where student success rates in English state assessment was calculated at 47% overall passing rate, to the completion of the study, where student success was charted at 70% overall passing rate, significant changes were noted. In addition to the improvements made in English I, there were also significant changes made in the approaches to the Algebra 1 assessment. Classroom instructional practices were noted as much improved, and …
The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep)
This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (NAEP) using a causal-comparative research design. Teacher quality variables related to teacher credentials, instructional methods, training, and support were selected from the NAEP background questionnaire. Descriptive and inferential statistical analyses were used to examine teacher background information and fourth grade reading NAEP scaled scores using measures of central tendency, independent t-tests, analysis of variance, and Tukey’s HSD post hoc analysis. Findings suggest that certain teacher quality variables positively impact fourth grade reading achievement. Significant differences existed among fourth grade reading scaled scores for the following variables: teaching credentials [region (p < .05), traditional preparation route (p < .001), highest degree earned(p < .05), years of experience (p < .001)]; instructional methods [reading aloud by students (p < .01), questioning character motives (p < .01), student selection of reading materials (p < .001), explaining/supporting text (p < .05), identifying main theme (p < .001), time spent on reading (p < .001), primary language arts integration (p < .05)]; teacher support [instructional grade level support/technical assistance by reading specialist (p < .05) and mentoring (p < .05)]. This study expands the current literature on teacher quality by exploring the effects of teacher variables on reading achievement.
Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting
The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study determined the ratio of the amount of variance of the scores for individuals of between-groups as opposed to the amount of variance of within-groups, indicating if there were a statistically significant difference on the scores in any one particular variable compared to the variances of scores for the other variables in this study. The statistical results indicated that there were no statistical significant differences in the scores of students attending a middle school where the teachers received a common planning time. However, there was a noted difference in the percentage ratings on the Academic Excellence Indicator System (AEIS) report published by TEA for the African American students who attended the school with the common planning time. These students had higher scores on the TAKS reading test. The TAKS math scores did not indicate any notable differences.
The Impact of Team Size on Principal Self-Efficacy in Their Role as Instructional Leaders
The ever-changing role of public-school principals is complex and overwhelming. Because instructional leadership impacts teaching practices and student achievement, this important principal role should be cultivated with principals having sufficient time to engage as instructional leaders. A generic qualitative inquiry methodology was used to explore how the size of an administrative team impacts principals' instructional leadership self-efficacy. Exploration was achieved through 10 one-on-one, semi-structured interviews and one focus group interview. The data suggest that team size does impact an administrator's ability to serve as an instructional leader. Participants reported that larger teams provided more time for working with individual teachers and collaborative teams. Although interviewed administrators did not always abandon instructional leadership when there was insufficient time, they did often sacrifice personal time to fit it in. Administrators did not believe that they had enough time to be instructional leaders, regardless of the team size, but they shared that there was more time to develop their instructional leadership principal self-efficacy when working on larger teams. Larger teams also provided administrators with greater diversity of perspectives and experiences, which they said cultivated their self-efficacy. Consequently, an opportunity exists for district administrators to consider the specific needs of each campus, the exhaustive list of duties given to campus administrators, and the importance of instructional leadership when making staffing decisions about the number of administrators allotted to each campus.
The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.
The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and Skills, there is no difference in reading achievement between the two groups.
The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners.
This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS™) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group …
The implementation of international education in colleges and universities in the state of Texas: A follow-up study.
This study is a follow-up to a study completed by Dr. Thomas Barker in 1994 entitled The Status of the Implementation of International Education in Texas Four-year Colleges and Universities: A Comprehensive Study. A survey of 35 Texas universities and 6 out-of-state benchmark universities revealed information regarding the international programs at these universities in four areas. The four areas surveyed include: (a) administrative, (b) instructional, (c) international student support services, and (d) outreach. A summary of the survey results includes 34 tables detailing the university responses for the 2004 survey compared with the responses obtained from the original, Barker (1994). The results from the 2004 participating benchmark institutions were also reviewed. Texas universities continue to work toward the internationalization of the curriculum with increased numbers supporting an international focus in their mission statements and staffing patterns. Benchmark institutions continue to lead Texas institutions in a majority of areas surveyed. Funding for international education continues to be an issue for both the benchmark and Texas institutions. Changes in attitudes and immigration policies continue to affect the implementation of international programs on the university level. While universities continue to provide support to community and businesses in the area of international education, the extent of this support has decreased in the ten years since the Barker (1994) survey.
The Implementation of Transition from Spanish Reading to English Reading Programs in Bilingual Classrooms
The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).
The Impostor Phenomenon among Female High School Principals: A Mixed Methods Study
The purpose of this sequential mixed-methods study was to explore the feelings, thoughts, critical incidents, and coping mechanisms of female high school principals and their experiences with the impostor phenomenon. A hierarchical multiple regression revealed that none of the demographic factors such as number of years as a head high school principal, age, percentage of female high school principals in the district, race/ethnicity, marital status, mentorship status, and community type, were statistically significant predictors of the varying levels of the impostor phenomenon. Eighteen female principals who represented an array of backgrounds and impostor phenomenon experiences were subsequently interviewed. The interviews were evaluated using interpretative phenomenological analysis. Seven themes, including several subthemes, emerged from the data. The themes were (1) childhood socialization, including the subthemes of gender roles, familial support, and early experiences of exclusion; (2) transitional uncertainty, including hiring self-doubt, school politics, and pressure to turn around a school; (3) the principalship, including relational leadership, constant pressure, and loneliness of the position; (4) critical incidents of the impostor phenomenon, including the subthemes of lack of experience, external criticism, and self-doubt; (5) gender issues, including a male dominated position, emotional capacity, and physical appearance, (6) coping strategies for the impostor phenomenon, including mentorship and peer support, family support, and self-talk; and (7) combating the impostor phenomenon, including proven success, dismissing criticism through confidence, overcoming controversy and religion or spirituality. The results of this study suggest that mentorship, role models, familial support, and developing self-confidence can help alleviate the negative effects of the impostor phenomenon. It is recommended that educational leadership preparation programs educate students about the impostor phenomenon in an effort to normalize how they view themselves at various transitional phases of their career while offering supports to help them combat potential feelings of self-doubt that may arise as they progress …
Improving College Readiness: An Analysis of School-Level Factors
While much of the literature regarding college readiness focuses on student-specific factors, such as the individual's academic achievement; scores on college readiness assessments; and high school GPA, more research is needed to understand which school-level factors have the most influence on the percentage of college-ready graduates. The purpose of this research study was to explore the impact of various school-level factors (i.e., student demographics, college entrance exam facts, course offerings, and school characteristics) on the percentage of college ready graduates from Texas public high schools serving Grades 9-12 over a 3-year period. A multiple regression analysis conducted for each year's data resulted in three regression models, which identified various predictors (e.g. per-pupil instructional expenditures, teacher years of experience, taking advanced and/or dual credit coursework) of the percentage of college-ready graduates for schools accounting for 91.7%, 79.5%, and 65.6% of the explained variance in 2013, 2014, and 2015, respectively. Findings from this study provide educational leaders with data that could help them to make better-informed decisions regarding potential college readiness initiatives that, ultimately, could improve student performance.
Improving Instruction through Teacher Evaluation: Principal and Teacher Perceptions of Leadership Practices and Policy Tools within the Evaluation Process
In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
Incarcerated mothers in Cuenca, Ecuador: Perceptions of their environment and the impact it has on the lives of their young children and their education.
The number of children whose mothers are incarcerated is increasing around the world. Educators of young children are faced with new challenges in their classrooms as they work with these children during their formative years for social-emotional development. The purpose of this qualitative study was to interview the mothers, in order to gain their perspective on how they feel their incarceration has affected their relationship with their children; how they believed it would affect their children in the future, and to investigate the perceptions of early childhood teachers who worked with children of incarcerated mothers. Using interviews, observations, journal, and field notes the researcher collected information from 3 incarcerated mothers, 3 of their children, and the 2 teachers who worked with these children. Overall findings were that the mother-child relationships are of extreme importance to the mothers. They have high hopes for a better life for their child, which includes concerns about their education. Mothers had fears that their incarceration would repeat itself in their children and desired for things to be different in their children's futures. They reported their incarceration affecting their children in negative ways. Their children had difficulty depicting their mothers in their drawings. Lastly, the teachers highly encouraged parental involvement, even though the mother was incarcerated. They expressed the importance of the mother-child relationship impacting the child's ability to learn, and teachers believed special training and preparation are necessary for working with these children.
Including Special Education Teachers in High Functioning Professional Learning Communities: Implications for School Leaders
Public education in America became a target of reform since the passage of Brown v. Board of Education of Topeka. Some reforms come from court cases, some from presidents wanting to enact change, and others from political events from as far away as Russia. Yet, one concept remains the same: the improvement of educators is needed for supporting student growth and achievement. Getting both special education and general education teachers together to work collaboratively is critical to the growth of teachers and students. A gap in education research exists in the area of including special education teachers in high functioning profession learning communities (PLCs). The purpose of this study was to examine the impact that special education teachers have on students and other teachers when special education teachers are included in content-area PLCs. Using a mixed method case study design, quantitative data from an electronic survey and qualitative data from face-to-face interviews and PLC documents were collected and analyzed to answer two research questions. The survey findings revealed that the studied district operates high functioning PLC teams. One-on-one, semi-structured interviews and PLC document analysis showed that special education teachers were included on a regular basis in PLCs in three of the four campuses. Three themes emerged from the study: (a) a teacher's function in a PLC is tied to the teacher's role, (b) teamwork, and (c) integration. Integration is the inclusion of special education teachers in PLCs. The findings may present school leaders with action steps to improve the inclusion of special education teachers in PLCs and implement staff development about how PLC teams should function.
The Influence of National Standards for Early Childhood Programs on Selected Rural Settings of the Education Service Centers in East Texas
This study addressed the current status of early childhood curriculum design and implementation in the Texas Education Service Centers Seven and Eight. No Previous research about the characteristics of the preschool programs had been completed in those areas. This research established if preschool programs were receiving priority status in East Texas. The results yielded evidence regarding the characteristics of administrators, teachers, curriculum implementation, plus parent and community involvement. The information also provided insight regarding short-term and longitudinal effects on children who have attended preschool programs. Data were collected from a search of educational literature, regional service preschool directors, administrators, and teachers. The procedure used in designing the survey and interview documents was Michael Scriven's goal-free strategy. The main sources for the questions were the National Association for the Education of Young Children and Head Start. The study first directs attention to the common characteristics of national programs/standards, then discusses the level of implementation in local rural prekindergartens. The fifteen open-ended interviews yielded concise information relevant to the population of students served and administrative beliefs on current practices. Surveys were sent to a total of all preschool administrators in the Education Service Center Regions of Seven and Eight. A 51 percent response rate was received. The results of the analysis demonstrated the direction current administrators hope early childhood will take in the areas of 1) developmentally-centered curriculum, 2) parental and community input, and 3) professional development. The administrators' commitments and focal points were correlated with the national standards. Recommendations are made that should result in an overall increase of successful prekindergarten and high school graduates.
Influences of External Literacy Assessment on Curricular Decisions: A Systems-Based Study of a Local School District
National and state-based assessments have been a common practice for the past several decades. These assessments often come with high-stake consequences for students and schools, which tends towards the creation of a test-centric environment where educators prioritize test-based instruction to prepare students to be successful on those assessments. The over-arching purpose of this qualitative study was to explore how mandated high-stakes testing influences educators specifically within a complex system by first seeking to identify ways educators at different levels within the system—the classroom, campus, and district levels—perceive these testing influences. This study is based on complexity theory with a particular focus on complex adaptive systems (CAS) and frameworks from human systems dynamics (HSD), which helped to identify key tensions within a complex learning ecology. This study used thematic analysis of interview data from the classroom, campus, and district levels. Analysis also included mapping the emergent themes and patterns onto a CAS model for each level. Findings revealed a tension between a complicated, linear approach and a complex approach to curricular and instructional decisions that is moving those decisions ever closer to standardization. This study includes implications and recommendations for balancing these tensions for a healthy, complex learning ecology.
Influences on Latino Males' Enrollment in Four-Year Colleges
The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and acquired information specifically pertaining to the high school Latino male population. Participants for the study included Latino male high school students in Grades 9-12, parents of Latino male high school students in Grades 9-12, and counselors of high school students in Grades 9-12. The study was conducted across two campuses. Data for student and parent participants were obtained through an online survey questionnaire and counselor data was obtained through face-to-face semi-structured interviews. The results of this study reveal that there are influential characteristics that contribute to Latino males' potential enrollment in college. Of the data obtained from student participants, 70.2% of participants on Campus 1 and 90.5% of participants on Campus 2 planned on attending college. Responses from parent surveys found that 85.8% of parents had expectations for their Latino male student to attend college. Through the semi-structured focus group interviews, it was found that the school district and campuses in which the study was conducted had several procedures or processes in place to positively encourage Latino male student enrollment in four-year colleges. Results of this study provide a better understanding and insight on characteristics that influence the high school Latino male student in Grades 9-12 to enroll in college.
Instructional Coaching in a Small District: A Mixed Methods Study of Teachers' Concerns
This study utilized a convergent parallel mixed methods design to study teachers' concerns during implementation of instructional coaching for math in a rural PK-12 district in north Texas over a three-year time period. Five campuses were included in the study: one high school (grades 9-12), one middle school (grades 6-8), and three elementary campuses (pre-kindergarten through grade 5). In a school district of 3,400 students and 241 teachers, fifty-two math teachers were surveyed and interviewed for their perceptions and concerns during implementation of instructional math coaching in order to assist central office administration in knowing how to support teachers through the change process. Data included the Stages of Concern Questionnaire (SoCQ) at three points during the study period analyzed through nonparametric statistical analysis. No statistically significant differences were found to exist between campuses. However, a statistically significant difference was found when campuses were grouped by elementary and secondary campuses. Open-Ended Statements of Concern and focus group interview data by campus served as qualitative data to triangulate concerns and to measure situational evidence of rurality influence on teachers' concerns. Convergence of qualitative and quantitative findings indicate concerns clustered in unconcerned, informational, and personal stages. Evidence of rural contextual influences point to limited resources and dense staff relationships in rural schools. This data aids the district under study in supporting teachers through the process of change as an instructional coaching program for math is implemented systemically.
Instructional Leadership Responsibilities of Assistant Principals in Large Texas High Schools
The purpose of this study was to determine the extent secondary assistant principals in large Texas high schools demonstrate behaviors consistent with what the literature describes as instructional leadership. Three hundred seventy principals and assistant principals of large Texas high schools participated in this study. The Principal Instructional Management Rating Scale (Hallinger, 1987) was used to quantify instructional leadership in 10 different job functions. The study found that (a) assistant principals perceive themselves as exhibiting instructional leadership behaviors at a high frequency, (b) principals perceive their assistant principals exhibiting instructional leadership behaviors at a high frequency, (c) the perceptions of the principals and assistant principals were similar, and (d) principals and assistant principals reported more engagement in instructional leadership responsibilities and felt more pressured over the last five years under the new accountability and rating requirements of No Child Left Behind and the state assessments. These findings suggested that the administrative roles and responsibilities in high schools should be restructured to allow assistant principals to focus on instructional leadership.
Instructional Personnel Perceptions on Integrating Instructional Technology in K-12 Classrooms: A Case Study
Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instructional technology into the content they are teaching. The conceptual framework consists of digital leadership, teacher engagement, and resources and supports. This case study focused on the district-wide integration of technology into instruction through the elements found in the conceptual framework. Educators, from kindergarten through twelfth grade were surveyed about their attitudes, self-efficacy perceptions and willingness to integrate digital pedagogies into their current teaching practices. The online survey that utilized Likert-like scales to gather demographic information as well educator perceptions on digital integration, teaching philosophy, digital self-efficacy, and leadership's focus and expectations regarding instructional technology. Additional data, from a variety of district documents, was also gathered on leadership, professional development, and infrastructure supports utilized to implement instructional technology.
Intentions and Implementation of the Professional Development and Appraisal System in Texas
The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 secondary teachers chosen randomly from three school districts in North Central Texas. The districts were selected to represent a variety of sizes in regard to student population and represent diverse student population characteristics and socioeconomic levels. Data from the semi-structured interviews and the returned surveys were analyzed to determine the designers' intentions and areas of emphasis and to describe the alignment the teachers' perceptions and the designers' intentions. Quantitative data gathered from the surveys were analyzed using descriptive statistics as well as a correlation and function analysis and analysis based on a Cronbach alpha coefficient. The analysis of data revealed the following: 1. Teachers perceived that the implementation of the PDAS has a high level of effect in the areas of learner-centered instruction; classroom management; support for all students; the professional growth of teachers; communication; learning application; and, TAAS improvement. 2. Teachers' perceptions were not affected by years of experience. 3. Teachers' perceptions were not affected by their field of instruction. One implication of this study is that the final design represents the intentions of designers, although the area of student achievement is not weighted as heavily in teachers' evaluations as was originally intended. Furthermore, education leaders in Texas may conclude that teachers perceive a high …
Interim Evaluation of the UNT/Dallas Public Schools Leadership Development Program: A Working Model
The purpose of this study was to determine if, after one year of operation, the UNT/Dallas Public Schools Leadership Development Program was progressing in accordance with the goals set out for the program. Questionnaires administered to 26 interns and 10 mentor principals and follow-up focus group interview sessions provided answers to the study's five research questions that explored the following: selection process; how interns' involvement in campus-based decision-making had changed; how mentor principals' perceptions toward interns had changed; and how administrative interns' perceptions of themselves and educational administration had changed. Findings from this study revealed the selection process provided the Dallas Public Schools an opportunity to select teacher-leaders from the district and to include a representative number of minority and women candidates for participation in the program. An area of weakness was seven interns with low GRE scores were admitted through an appeals process at the university. Another weakness revealed the majority of interns had been assigned more duties and responsibilities at the schools, but only 4 of 26 interns were being allowed to participate in any campus-based decision-making processes that could have an impact on school improvements. The study found the role of the mentor principal to be the most important factor in determining the satisfaction and success of the interns in the program. The embedded internship proved to be a disadvantage for the interns and principals, as the majority reported not having enough time to spend on administrative activities. Interns reported growth in personal and professional maturity and gained knowledge about the world of educational leadership. All 26 interns expressed the desire to become administrators in Dallas Public Schools upon completion of the program. Further research should include comparison studies between graduates of restructured programs and graduates of traditional programs to determine if there is a difference in …
An Internal Belief System: Variables that Influence Eighth-Grade Girls' Mathematics Achievement-Related Behaviors
The purposes of this study were to apply a model of achievement-related behaviors to a sample of eighth-grade girls and to ascertain whether this theoretical model continued to describe girls' internal beliefs regarding mathematics.
International Distance Learning in Special Education: A Program Evaluation of a US-Ecuador Collaboration
The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master's program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students' multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. Translation issues were a top priority in both courses. The study has implications for other international distance education programs.
The International Newcomer Academy: A Case Study
This initial investigation into the special program for English as a Second Language (ESL) students, the International Newcomer Academy (INA), examines and describes the nature of this new school in comparison with the nature of the Language Centers functioning in host schools as schools within schools. This study was prompted by the need to document perceptions, behaviors, and practices of all principal players, which might result in program improvement to benefit students. The primary goal for establishing this new school was to focus primarily on beginner limited English proficient (LEP) students so that the language centers would be relieved, and so do a better job of teaching intermediate and advanced LEP students.
The International Teacher to Teacher Exchange: A Context for Educator Transformation
This study examined how in-service teachers transformed professionally and personally as a result of participation in the International Teacher to Teacher Exchange Program (ITTTE). Six teachers, 3 from the U.S. and 3 from Guatemala, were paired. Each pair spent a total of 8 weeks together, in each other's countries, over the course of 2 years. The pairs reciprocated home stays, school engagement, and cultural learning in three cohorts; 2012-2014, 2014-2016, 2016-2018. In 2018, each participant engaged in a structured interview tailored to the ten meaning phases of Mezirow's transformative learning theory (TLT). The data were analyzed deductively, through the application of the ten meaning phases of transformation. The data were also analyzed inductively to determine additional themes of transformation. The deductive findings revealed 5 out of 6 participants experienced full transformative learning. All 3 Guatemalan teachers transformed professionally with new understandings of mathematics pedagogy. Two U.S. teachers transformed personally, one by learning how to be a more caring teacher and the other by overcoming shyness to engage as a relational teacher. The third U.S. teacher adopted the point of view that speaking a second language had value. The inductive analysis revealed emerged themes of learning, language, relationships, and program affecting others as evident in transformed frames of reference, habits of mind and points of view. Due to the range of participation years, latent effects were noted. The ITTTE was shown to influence transformation in teachers' personal and professional development. TLT was effective in revealing participant transformation within the ITTTE.
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 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 or programs. By describing patterns of definitions and critical attributes of inclusion, the development and implementation of educational policy relating to students with disabilities may be facilitated. Observed variations in how inclusion is philosophically and operationally defined may play a critical role in the implementation of inclusionary practices. The language used by informants reflects barriers to successful implementation of inclusion, as well as possible solutions. Variance between policy drivers, policy makers and policy implementers, as well as between individuals and their respective organizations may have implications for the evolution and development of educational policy.
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.
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 student-teachers and teachers could be teacher-learners. Four conclusions were reached: technology and constructivist teaching are compatible; technology is a tool; new approaches to professional development are needed; and hardware and software should be standardized for maximum use. Additionally, both schools in this study were evolving the role of the formal teacher technologist. It was recommended that (1) the schools employ at least one fulltime formal teacher technologist whose main role is to assist teachers in technology classroom incorporation, (2) the schools form teams of informal teacher technologists, (3) and the public middle school academy purchase one laptop for each student …
An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender
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, technological pedagogical knowledge, and technological pedagogical content knowledge, the descriptive data does suggest that some insight maybe gained from further analysis.
An Investigation into the Use of a Facebook Group by Secondary English Teachers During a Pandemic
This study focuses on a Facebook group utilized by secondary English teachers during the initial crisis period of COVID 19, defined as March 2020-June 2020. During this period, teacher participants used this Facebook group as a community of practice to re-envision pedagogy, using social media as a third space in which to have discussions with other teachers, either to seek help or to share resources. After a qualitative content analysis of 630 initial posts, 14,500 comments, and 13,539 reactions, three themes were determined. Teachers used the Facebook group to re-envision pedagogy by discussing texts and related activities, teachers sought strategies for lessons to implement during a pandemic; by offering a forum for discussion about ethical considerations of social justice and school responsibility, the teachers sought a space to talk openly about how to respond to current events; and by serving as a space for solidarity and support among fellow English teachers, the teachers supported each other through change.
An Investigation of Preservice Teachers' Understanding of Buoyancy
The purpose of this study was to examine the conceptual understandings of 55 elementary preservice teachers for the concept of buoyancy. This study used Ausubel’s Assimilation Theory (Ausubel, 1963) as a framework for a 15-week intervention that used pre/post concept maps (Cmaps), pre/post face-to-face semi-structured interviews, and drawings as evidences for change of formation of cognitive structures. Using a convergent parallel design and mixed methods approach, preservice teachers’ conceptions were analyzed using these evidences. Results of the study show that preservice teachers held both scientific conceptions and misconceptions about buoyancy as a force before and after an instructional intervention. Of importance were the existence of robust misconceptions about buoyancy that included inaccurate scientific knowledge about the foundational concepts of gravity, weight, mass, and density. The largest gains in scientific knowledge included the concepts of gravity, surface area, opposing forces, and the buoyant force. These concepts were consistently supported with evidence from post-concept maps, post, semi-structured interviews, and drawings. However, high frequencies of misconceptions were associated with these same aforementioned concepts as well as additional misconceptions about buoyancy-related concepts (i.e., weight, density, displacement, and sinking/floating). A paired t test showed a statistically significant difference (t = -3.504, p = .001) in the total number of scientifically correct concepts for the pre-concept maps (M = 0.51, SD = .879) and post-concept maps (M = 1.25, SD = 1.542). The Cohen’s d effect size was small, .47. Even through gains for the pre/post concept maps were noted, a qualitative analysis of the results indicated that not only were there serious gaps in the participant’s scientific understanding of buoyancy, after the instructional intervention an increased number of misconceptions were presented alongside the newly learned concepts. A paired t test examining misconceptions showed that there was a statistically significant difference (t = -3.160, p = …
An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance
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 were chosen to determine if there were differences in teacher and administrator responses from these two groups. The results of this study attempt to show what, if any differences there are in attitudes toward and knowledge about TAAS based on responses from teachers and administrators from both exemplary and low performing schools. Based on the analysis of the data, there is no evidence from this study that indicates that there are significant differences in knowledge between teachers and administrators regarding TAAS. There is evidence that administrators possess a more positive attitude toward TAAS than do teachers. There is no evidence …
It's Not Me, It's You: An Exploration of Why Teachers Leave
What causes a teacher to leave and move to another district or campus? Many times, teachers leave because they are unsatisfied, overwhelmed, or unprepared for the demands of the job. The purpose of this study was to gain a deeper understanding of the contextual factors that may explain why teachers decide to transfer to another campus or leave their current district to pursue a position at another district. The following factors, as told from the teachers' perspective, were examined: (a) campus culture, (b) campus leadership, (c) working conditions, and (d) other contributing factors. This study focused on the types of experiences teachers reported encountering, whether positive or negative, that contributed to teacher turnover. Data for this qualitative study included a survey and focus group. Participants selected to participate in this study were teachers who either exited from a public-school district or transferred from one campus to another campus within the same school district. An analysis of the qualitative responses from the teacher survey and a focus group interview provided answers and insight into the research questions. The data were collected and analyzed to further understand the types of experiences or factors that contribute to teacher turnover within one school district. The findings from this study confirm that the literature about factors that influence teacher turnover DO matter to teachers. Based on the research literature, this study and my own experiences, the campus principal holds the major responsibility for building and sustaining positive relationships with teachers. Recommendations for future research and implications for future practice as it relates to school principals and district administration are discussed.
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