Latest content added for UNT Digital Library Partner: UNT Librarieshttps://digital.library.unt.edu/explore/partners/UNT/browse/?sort=creator&start=220&fq=str_degree_department:Department+of+Teacher+Education+and+Administration&fq=untl_collection:UNTETD2024-01-27T21:13:46-06:00UNT LibrariesThis is a custom feed for browsing UNT Digital Library Partner: UNT LibrariesThe impact of selected school factors on the test performance of African-American economically disadvantaged elementary students.2008-05-05T14:04:47-05:00https://digital.library.unt.edu/ark:/67531/metadc5275/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc5275/"><img alt="The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students." title="The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students." src="https://digital.library.unt.edu/ark:/67531/metadc5275/small/"/></a></p><p>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.</p>Key Factors in Developing a Successful Bond Referendum in Texas School Districts2020-06-15T19:38:58-05:00https://digital.library.unt.edu/ark:/67531/metadc1703321/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1703321/"><img alt="Key Factors in Developing a Successful Bond Referendum in Texas School Districts" title="Key Factors in Developing a Successful Bond Referendum in Texas School Districts" src="https://digital.library.unt.edu/ark:/67531/metadc1703321/small/"/></a></p><p>In May of 2002, Wichita Falls ISD, a district in Texas with a stagnate enrollment of 14,000 students for multiple years, asked for the community to support a $120 million bond to help cover the cost of four new elementary campuses and to maintain and upgrade aging facilities. The bond failed. Additionally, a 2004 bond failed again. Finally, in 2006, the district is finally able to pass a $60 million bond and only includes two new elementary campuses and no funding to address the aging facilities. At the same time, other districts in fast growing areas of Texas are able to pass school bonds with little to no issues. This begs the question, is there a formula for getting school bonds passed? The purpose of this study is to discover what key factors influence a bond package; to help find those answers, eight districts in Texas were selected, five considered to be a fast-growth district" and three considered to be no-growth district. The study used a qualitative research approach, using semi-structured interviews with 24 participants. After all factors were analyzed, a pattern and recommendation is developed for districts to follow allowing a high degree of success for school bonds.</p>Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?2008-02-15T16:08:37-06:00https://digital.library.unt.edu/ark:/67531/metadc4778/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc4778/"><img alt="Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?" title="Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?" src="https://digital.library.unt.edu/ark:/67531/metadc4778/small/"/></a></p><p>The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.</p>What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics2023-07-08T22:44:50-05:00https://digital.library.unt.edu/ark:/67531/metadc2137582/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137582/"><img alt="What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics" title="What School Leaders Need to Know: The Impact of Teacher Turnover on Student Achievement in Middle School Mathematics" src="https://digital.library.unt.edu/ark:/67531/metadc2137582/small/"/></a></p><p>This study looked at the relationship between teacher turnover and student achievement, in addition to the relationship between specific student demographic characteristics and teacher turnover. Within this study, student demographic, staff demographic, and student achievement data from several middle schools within the studied district, as well as data from each of the school's comparison groups, as designated by the Texas Education Agency, was analyzed. The data used was from the 2018-2019, 2020-2021, and 2021-2022 school years. First, this study looked at specific student demographic characteristics and their relationship with teacher turnover, including race, mobility, and socioeconomic status. This analysis determined if there were specific variables that impacted the rate of turnover. Results determined that the most consistent relationship revealed in the data involves the total number of students on a campus. As the number of students increased, the turnover rate decreased. Additionally, there was a slight negative correlation between the number of African American students and rates of teacher turnover for two of the three years studied. The second part of the study determined if the campus turnover rate had any relationship with the student achievement scores. The student achievement data that was used was the overall campus math score at the approaches level on the Mathematics State of Texas Assessment of Academic Readiness (STAAR). The results of the analysis revealed that there was a relationship between teacher turnover and student achievement, although it was a very weak relationship for each of the 3 years studied. Additionally, the analysis determined that campuses with teachers who have more years' experience had higher overall campus math scores after the COVID-19 pandemic.</p>A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers2014-03-26T09:30:20-05:00https://digital.library.unt.edu/ark:/67531/metadc278702/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc278702/"><img alt="A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers" title="A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers" src="https://digital.library.unt.edu/ark:/67531/metadc278702/small/"/></a></p><p>The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning and the end of the school year, and to determine if their sense of efficacy changed over the course of the school year.</p>Women and the Superintendency: a Study of Texas Women Superintendents2016-03-04T16:14:01-06:00https://digital.library.unt.edu/ark:/67531/metadc804929/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc804929/"><img alt="Women and the Superintendency: a Study of Texas Women Superintendents" title="Women and the Superintendency: a Study of Texas Women Superintendents" src="https://digital.library.unt.edu/ark:/67531/metadc804929/small/"/></a></p><p>Education remains one of the most gender imbalanced fields, with disproportionately fewer women in higher levels of leadership. Women who reach leadership positions in education experience many triumphs and tribulations during their tenures as principals, assistant superintendents, and superintendents. The experiences of these women in their various administrative levels of leadership can provide important insight into the reasons for their success as women superintendents in Texas. This research has probed the career trajectory of nine women who have successfully attained and retained superintendencies in Texas to determine what career decisions have helped them and the challenges these women have faced in their positions. A qualitative research method, open-ended interviews, yielded several findings of what women considered important in proceeding from teaching through the various levels and ending in becoming superintendents. According to nine successful women superintendents in Texas, there are specific characteristics one can bring to the table that would really make a difference: Communication, collaboration, compassion, preparedness, hard work, and passion. All nine participants overcame challenges when climbing to the higher levels of leadership in education. These women have achieved success in the superintendency, and several factors appear to have played into the success of these women who have achieved in education’s top position.</p>Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children2014-03-24T20:07:29-05:00https://digital.library.unt.edu/ark:/67531/metadc278108/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc278108/"><img alt="Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children" title="Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children" src="https://digital.library.unt.edu/ark:/67531/metadc278108/small/"/></a></p><p>The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literacy response evaluation. In addition, participant observation and teacher interviews were used to gather qualitative data regarding learning center extensions of the target text and teacher beliefs and practices about the use of storybooks. The findings from this study show that scores for children who experienced storybook reading and storybook reenactment were significantly better on both the story retelling and story comprehension measures. In addition, a larger proportion of children who experienced storybook reading and reenactment were found to perform at the second level of literacy response on the Levels of Literacy evaluation. No differences were found in relationship to the language used on any of the dependent measures. Findings fromqualitative data showed that children were involved in limited extensions of the storybook read to them regardless of whether they experienced storybook reenactment or discussion. Teacher beliefs and practices related to their role during learning center play was believed to have some influence on children's choices regarding story extensions or dramatic play theme content. Recommendations were made to pre-school teachers that story reenactment was an effective technique with both bilingual and monolingual presentation. Additional research questions were posed also.</p>Speech Rights of Public Employees in the World of Social Media2022-01-08T16:00:28-06:00https://digital.library.unt.edu/ark:/67531/metadc1873828/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1873828/"><img alt="Speech Rights of Public Employees in the World of Social Media" title="Speech Rights of Public Employees in the World of Social Media" src="https://digital.library.unt.edu/ark:/67531/metadc1873828/small/"/></a></p><p>Legal rights for public employees are not clear in the area of social media speech. Following the Garcetti v Ceballos (2006) U.S. Supreme Court case, the pursuant to duty test was established. The social media speech of public employees, including educators, could be considered pursuant to their duties as an employee. This means that public employees are vulnerable to disciplinary action from their employer for social media speech. Furthermore, public employees are vulnerable even when they believe their social media speech is done as a private citizen. For this research study, 28 cases at the federal and state levels were analyzed. Seven of the examined cases were U.S. Supreme Court cases involving public employee speech rights. The other 21 cases were extracted from cases determined at the federal and state levels. The cases taking place after the Garcetti v Ceballos (2006) pursuant to duty test were analyzed to see how the test was applied to employee speech. Cases were also analyzed to see what other precedents from the courts had been applied. Additionally, private sector social media rights research was analyzed and reviewed to create more clarity for employees. The findings of the research show the courts have tested employee speech under the Pickering balancing test and the pursuant to duty test. The results of the case analyses were applied to provide clarity to employees regarding social media speech rights. Employee social media speech has to pass both tests to allow First Amendment protections. Employers need to create organization policy and training on this matter to protect the interest of both the organization and employees regarding avoidance of controversy.</p>The Effects of Individualized Test Coaching on Teacher Certification Test Scores.2009-05-11T20:07:59-05:00https://digital.library.unt.edu/ark:/67531/metadc9096/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc9096/"><img alt="The Effects of Individualized Test Coaching on Teacher Certification Test Scores." title="The Effects of Individualized Test Coaching on Teacher Certification Test Scores." src="https://digital.library.unt.edu/ark:/67531/metadc9096/small/"/></a></p><p>While student populations are growing, the gatekeeping devices of teacher certification examinations prevent many who want and are trained to teach from entering the profession. If failing these exams predicted failure to teach well, blocking students who do not pass certification exams from entering the profession might be a well-reasoned policy. However, many studies indicate that there is little correlation between certification test scores and quality of teaching. The present study investigated the effectiveness of a program to improve the scores of Texas elementary preservice teachers on a required certification exam. The program consisted of one-on-one coaching of preservice teachers upon the completion of coursework and prior to their taking the state's certification exam. Subjects' scores on a representative form of the certification test were used as pre-treatment measures. The content of the treatment program was individualized for each subject and determined by the specific items missed by each subject on the representative form. The post-treatment measure was the subject's score on the certification exam. Scores on the representative form and on the certification examination were compared to determine if there were significant differences between scores of preservice teachers who had been coached and those who were not coached. Since subjects voluntarily enrolled in the treatment, initial differences between coached and uncoached groups were controlled through analysis of covariance and pairwise matching. Descriptive statistics, t-tests for dependent samples, repeated measures analysis of variance, and univariate analyses of variance and covariance all indicated that there were statistically significant differences between the scores on the certification test of coached and uncoached students. Coached students showed greater improvement in scores than uncoached, with Hispanic subjects showing greater improvement than Caucasian subjects. Analyses that examined the differences between the coached and uncoached subjects on the domain and competency scores that make up the raw scores failed to indicate the sources of the differences in raw scores.</p>Leveraging Instructional Leadership to Build Teacher Efficacy in Title I Elementary Schools2022-01-08T15:18:03-06:00https://digital.library.unt.edu/ark:/67531/metadc1873541/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1873541/"><img alt="Leveraging Instructional Leadership to Build Teacher Efficacy in Title I Elementary Schools" title="Leveraging Instructional Leadership to Build Teacher Efficacy in Title I Elementary Schools" src="https://digital.library.unt.edu/ark:/67531/metadc1873541/small/"/></a></p><p>By building self-efficacy in individual teachers and collective efficacy in grade level teams, principals can improve the instructional practices that take place on campuses. Instruction impacts student achievement. Principals indirectly impact student achievement through instruction that happens in the classroom. The purpose of this mixed methods study was to examine the relationship between the behavior of instructional leaders and teachers' self-efficacy and collective efficacy. Data collection tools included a survey, semi-structured interviews, and observations of interactions and behaviors of teachers and principals at two Title I elementary schools in a large suburban school district in the Dallas-Fort Worth metroplex. Teacher self-efficacy and collective efficacy were seen through the lens of classroom management, instructional strategies, group competency, student engagement and task analysis. Teacher efficacy at both schools were influenced by leadership behaviors through direct and indirect actions. Instructional leaders must be adept at using tools, such as PLCs and walkthroughs, to contextualize the needs of all stakeholders and bring about high levels of efficacy in teachers and student achievement.</p>Pre-Service Elementary Teachers' Core Science Teaching Practices to Develop Scientific Literacy: A Disciplinary Literacy Framework Analysis2023-02-09T16:48:36-06:00https://digital.library.unt.edu/ark:/67531/metadc2048596/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048596/"><img alt="Pre-Service Elementary Teachers' Core Science Teaching Practices to Develop Scientific Literacy: A Disciplinary Literacy Framework Analysis" title="Pre-Service Elementary Teachers' Core Science Teaching Practices to Develop Scientific Literacy: A Disciplinary Literacy Framework Analysis" src="https://digital.library.unt.edu/ark:/67531/metadc2048596/small/"/></a></p><p>Every citizen has the right to be equipped with scientific literacy to understand and make informed decisions within the discipline of science. Educators can utilize core science teaching practices (CSTPs) to develop scientific literacy. In response, this study identified the CSTPs utilized by preservice elementary teachers (PSETs) to develop scientific literacy during their spring 2022 student teaching semester. Furthermore, this study identified contextual constructs that led to the utilization of the CSTPs to develop scientific literacy. The study used a qualitative exploratory case study using semi-structured interviews as the primary data. Surveys and artifacts were used as supporting secondary data. The identification of CSTPs and their contextual constructs were conducted using inductive content analysis. Afterward, the identified CSTPs and their contextual constructs were deconstructed, interpreted, and synthesized through the critical theoretical framework of disciplinary literacy. Relationships, time, school structure, and community were contextual constructs that enabled and disabled PSETs' utilization of CSTPs to develop scientific literacy. The contextual constructs are represented using the Framework to Develop Scientific Literacy (FDSL). The FDSL contain contextual constructs that enabled PSETs to utilize CSTPs through the sharing of power between the PSET and their cooperating teacher, school district, community, or teacher education programs. In contrast, contextual constructs that disabled PSETs include denying of power that negatively impacted the utilization of CSTPs to develop scientific literacy. The findings of the study call for teacher education programs to include contextual constructs as elements that impact PSETs' student teaching experiences to navigate power dynamics in authentic school settings. By identifying and using constructs as represented in the FDSL, teacher education programs can support PSETs' utilization of CSTPs to develop scientific literacy. In addition, this study calls for a reframing of power relationships between teacher education programs and their partnering school districts. By revealing the complex contextual nature of the PSETs' student teaching experiences, this study seeks to initiate discussion on how teacher education programs can support the practice of PSETs as they educate the next generation of scientifically literate citizens.</p>Using Data Envelopment Analysis to Predict the Impact of Socioeconomic Variables on Instructional Spending Efficiency and Student Achievement at the Elementary Level2019-06-09T21:09:49-05:00https://digital.library.unt.edu/ark:/67531/metadc1505200/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1505200/"><img alt="Using Data Envelopment Analysis to Predict the Impact of Socioeconomic Variables on Instructional Spending Efficiency and Student Achievement at the Elementary Level" title="Using Data Envelopment Analysis to Predict the Impact of Socioeconomic Variables on Instructional Spending Efficiency and Student Achievement at the Elementary Level" src="https://digital.library.unt.edu/ark:/67531/metadc1505200/small/"/></a></p><p>Public school finance and school accountability are highly contentious subjects. This correlational study illustrates campus level instructional spending efficiency by examining various input and output variables. The study utilizes data envelopment analysis of selected variables to compare elementary campuses and create instructional spending efficiency measures within purposively selected metropolitan educational service regions in Texas. The study analyzes elementary school instructional spending and student classification as economically disadvantaged compared to student achievement in English language arts. The study finds a direct relationship between instructional spending efficiency and student achievement. The relationship between the socioeconomic variable of economically disadvantaged status is inverse. This finding suggests that in depth examinations of highly inefficient, but relatively high academic performing cases, may uncover effective instructional or operational practices tailored to the needs of the sub-populations.</p>An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender2015-03-08T17:44:37-05:00https://digital.library.unt.edu/ark:/67531/metadc500063/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500063/"><img alt="An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender" title="An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender" src="https://digital.library.unt.edu/ark:/67531/metadc500063/small/"/></a></p><p>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.</p>Resource Allocation Efficiency at the Elementary and Middle School Levels in a Texas School District2015-03-08T17:44:37-05:00https://digital.library.unt.edu/ark:/67531/metadc500015/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc500015/"><img alt="Resource Allocation Efficiency at the Elementary and Middle School Levels in a Texas School District" title="Resource Allocation Efficiency at the Elementary and Middle School Levels in a Texas School District" src="https://digital.library.unt.edu/ark:/67531/metadc500015/small/"/></a></p><p>In recent years much attention has gone to school efficiency, as determined by assessing student achievement relative to expenditures at the school district level. The present study built on prior work in school efficiency with a focus on the school campus level instead of the district level. Included in the study were 28 elementary and middle school campuses in a selected school district in Texas. The approach taken in the investigation was data envelopment analysis (DEA), which provided scores for efficiency and was intended to provide clarity on efficiency research at the campus level. Past studies using the DEA model have involved business and private institutions, but not public schools. The DEA model calculated and assigned efficiency scores for each campuses. The two variable categories used to determine campus efficiency were student demographics and resource allocation. The total enrollment numbers included the number of White, economically disadvantaged, at-risk, and limited English proficiency students. The resource allocation variables included the total expenditures in instruction, instructional related services, instructional leadership, campus leadership, and student support services. The efficiency scores paired with student achievement scores determined campus efficiency and effectiveness. An effective and efficiency framework was used to represent the data with student achievement on the y-axis and campus efficiency scores on the x-axis. I applied Pearson product moment and regression analyses using the same variables as previous studies. The Pearson product moment assessed the correlation between student demographic variables, function code variables, and campus efficiency. The Pearson product showed a weak positive relationship between the number of White students and the number of LEP students enrolled in the district. The analysis also showed moderate and strong negative relationships between efficiency and instructional leadership and student support services. The regression analysis identified the student demographic and function code variables that affected the level of efficiency of each school campus. School leadership and student support services had strong negative relationships with campus efficiency. Instructional related services had a strong positive relationship, and total enrollment and White students had weak positive relationships with efficiency. Additionally, non-White, economically disadvantaged, and at-risk students yielded weak to moderate negative relationships. The use of the DEA model allows school districts to analyze the spending patterns, specifically at the campus level. This analysis also allows districts and campuses to make meaningful decisions related to classroom instruction, instructional leadership, campus leadership, and counseling services.</p>Secondary Programming for Students with Moderate to Severe Disabilities in Relation to Postsecondary Needs2023-02-09T16:56:25-06:00https://digital.library.unt.edu/ark:/67531/metadc2048616/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2048616/"><img alt="Secondary Programming for Students with Moderate to Severe Disabilities in Relation to Postsecondary Needs" title="Secondary Programming for Students with Moderate to Severe Disabilities in Relation to Postsecondary Needs" src="https://digital.library.unt.edu/ark:/67531/metadc2048616/small/"/></a></p><p>For students with moderate to severe disabilities, their secondary education, specific to Grades 9 through 12, greatly impacts postsecondary outcomes. Key components of secondary education for this learner population include classroom structures and alternative curricula implementation. The purpose of this qualitative study was to examine selected secondary programs to determine whether classroom structures and alternative curricula were meeting the postsecondary needs of students with moderate to severe disabilities. One school district was selected for participation in this study. One document, the selected district's special education operating procedures, was used in the document analysis portion of this study. Six parents of students with moderate to severe disabilities and six special education district-level administrators were selected as interview participants. Findings revealed that current secondary programs were not consistently meeting postsecondary needs for students with moderate to severe disabilities. Findings also showed inconsistences with classroom structures and alternative curriculum implementation that would facilitate postsecondary readiness. A need for additional staff training and parent preparation for the transition into postsecondary life with their adult child was discovered. A notable finding was that teacher characteristics played a role in promoting postsecondary success. In summary, all participants had pure intentions to produce desirable postsecondary outcomes for students with moderate to severe disabilities, but a gap was identified between intentions and implementation that impacted the likelihood of desirable postsecondary outcomes.</p>The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students.2008-05-05T14:04:48-05:00https://digital.library.unt.edu/ark:/67531/metadc5273/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc5273/"><img alt="The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students." title="The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students." src="https://digital.library.unt.edu/ark:/67531/metadc5273/small/"/></a></p><p>Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement in student achievement. The purpose of this study was to compare the effectiveness of two types of pedagogy: traditional and inquiry-based upon student achievement as measured by a standards-based, state administered examination. Second, this study examined the relationship between the treatment teachers' level of implementation and student achievement. A nonequivalent control group posttest and experimental design was used in this study. Subjects involved in this study include 84 secondary American history teachers and their respective students from a large urban public school district in Texas. The sample consisted of two groups, one taught by traditional/didactic instruction (n=48) and the other taught by inquiry-based pedagogy (n=36). Data for this study were collected using a classroom observation protocol based upon the level of use rubric developed by the concerns-based adoption model. An analysis of variance (ANOVA) (p<.05) was used to measure the effects of inquiry-based instruction and traditional pedagogy on student achievement. Student achievement results were measured by the Texas Assessment of Knowledge and Skills (TAKS) for American history, grades 8 and 11. The study found that mean scores of the Grade 8 History Alive! group were significantly higher than the scores of the control group, but not for the Grade 11 History Alive! group. However, a comparison of mean scores by teachers' level-of-use suggested that the more faithful the teacher in designing standards-based lessons and delivering them through inquiry, the greater retention of American history student's knowledge about the subject.</p>An Analysis of Litigation against North Carolina Educators and School Districts under the North Carolina Tort Claims Act2024-01-27T21:13:46-06:00https://digital.library.unt.edu/ark:/67531/metadc2257002/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2257002/"><img alt="An Analysis of Litigation against North Carolina Educators and School Districts under the North Carolina Tort Claims Act" title="An Analysis of Litigation against North Carolina Educators and School Districts under the North Carolina Tort Claims Act" src="https://digital.library.unt.edu/ark:/67531/metadc2257002/small/"/></a></p><p>This dissertation discussed the impact of the North Carolina Tort Claims Act and the history of governmental immunity that has protected school districts and school employees in North Carolina. The research question addressed was: how have North Carolina state courts interpreted the North Carolina Tort Claims Act in litigation against North Carolina school districts and their employees?
The North Carolina Tort Claims Act provided citizens with a vehicle to sue local governmental agencies and their employees, such as school employees. The act also provided immunity for schools, especially for excessive damages in the case of negligence by an employee. The study examined how state courts have responded to different plaintiffs since the passage of the North Carolina Tort Claims Act in 1951. The decisions in the cases analyzed have been mostly favorable to schools, which has strengthened immunity for school employees. There were four legal aspects addressed by the courts after the passage of the North Carolina Tort Claims Act either most frequently or were unique to the case law of North Carolina. Those legal aspects were tests of school districts' governmental immunity; contributory negligence on the part of the plaintiff; the official capacity of school employees in lawsuits; and the scope of the Industrial Commission in North Carolina to hear lawsuits. The case law analysis in this study explained the background of those legal aspects, and when school leaders and teachers were vulnerable to lawsuits due to negligence.</p>Eighth Grade Science Teacher Quality Variables and Student Achievement2011-05-04T13:11:57-05:00https://digital.library.unt.edu/ark:/67531/metadc33159/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc33159/"><img alt="Eighth Grade Science Teacher Quality Variables and Student Achievement" title="Eighth Grade Science Teacher Quality Variables and Student Achievement" src="https://digital.library.unt.edu/ark:/67531/metadc33159/small/"/></a></p><p>While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and the Environment, 39% of the variance for TAKS Structures and Properties of Matter, and 21% of the variance for TAKS Earth and Space Systems. Teacher experience accounted for 24% of the variance with TAKS Structures and Properties of Matter, and pedagogical credit hours explained 30% of the variance with TAKS Motion, Forces, and Energy. Science GPA explained 31% of the variance for the TAKS Earth and Space Systems objective. Policy makers should examine NCLB assumptions about teacher content knowledge as a significant indicator of teacher effectiveness via student achievement on standardized tests. While measuring content knowledge provides a simple, efficient, and cost effective form of accountability, the small effect size indicated other factors, including teaching practice, need investigation.</p>New Teacher PBL Planning and Implementation2021-08-26T20:06:28-05:00https://digital.library.unt.edu/ark:/67531/metadc1833426/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1833426/"><img alt="New Teacher PBL Planning and Implementation" title="New Teacher PBL Planning and Implementation" src="https://digital.library.unt.edu/ark:/67531/metadc1833426/small/"/></a></p><p>This study investigated novice science and mathematics teachers' beliefs about planning and implementation of project-based instruction. Data for this qualitative study included two focus groups and a questionnaire. Items in the questionnaire were designed using preliminary findings from the analysis of the two focus groups, and from predefined items from the National Survey of Project Based Learning and High School Reform. The questionnaire was administered to 138 novice secondary mathematics and science teachers certified in their respective content areas. The respondent rate was 70% (n = 96). Of the 96 respondents only 28 participants utilized project-based instruction. Data analysis revealed that the 28 participants held two specific beliefs about project-based instruction. First, participants believed that the implementation and enactment of PBL: (a) made student learning more personalized by specifically meeting the individual interests or needs of students; (b) promoted students' international or cross-cultural understanding; (c) promoted students' civic engagement and contributions to the community or world; and (d) impacted high-achieving students ability levels. Second, participants believed that the implementation and enactment of PBL: (a) made teaching and learning more varied, challenging, or fun; (b) taught skills beyond academic content; and (c) taught academic content knowledge and skills more effectively. These two beliefs were situated within contexts where the instructional strategy most often used to deliver content was direct instruction and by external factors that impacted the participants' utilization and implementation of PBL. External factors included: testing and accountability requirements; a lack of time for planning and implementation of PBL lessons; students' lack of experience or skills associated with enactment of PBL; large class sizes; limited classroom space; and poor attendance.</p>A value-added approach to determine the relationships of mentoring to novice teacher classroom effectiveness.2009-09-09T14:31:25-05:00https://digital.library.unt.edu/ark:/67531/metadc9773/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc9773/"><img alt="A value-added approach to determine the relationships of mentoring to novice teacher classroom effectiveness." title="A value-added approach to determine the relationships of mentoring to novice teacher classroom effectiveness." src="https://digital.library.unt.edu/ark:/67531/metadc9773/small/"/></a></p><p>The purpose of the study was to determine the relationship between scores of the new teachers' classroom effectiveness with numerical indexes of mentor support, mentor infrastructure, and workplace ecology. In addition, this study sought to determine the effect of various demographics (i.e., gender, age, race, degree, teaching level, and certification route) on the Classroom Effectiveness Index (CEI) scores of first-year teachers, and to determine the differences, if any, between the Classroom Effectiveness Index scores of first-year teachers who remained on campus, switched campuses, or left the district. This study is primarily correlational in nature - looking for relationships between quantifiable variables. The subjects are 68 first-year teachers. The mandatory mentoring program the subjects were involved in consisted of a paid, veteran teacher who worked on the same campus as the first-year teacher and assisted in instructional or behavioral needs. This study measured the impact of the first-year teachers' mentoring experiences to the Classroom Effectiveness Index scores and teacher retention. The findings suggest that the Classroom Effectiveness Index scores might not be an appropriate tool for uncovering which aspects of mentoring contribute to student achievement and retention. Adding the value-added measurement tool to the categories of mentor support (MS), mentor infrastructure (MI), and workplace ecology (WE), rendered no statistically significant results. Therefore, further research is necessary to continue to define the effective characteristics of mentoring and its impact on classroom effectiveness and retention.</p>Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs.2007-09-26T02:06:43-05:00https://digital.library.unt.edu/ark:/67531/metadc3089/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc3089/"><img alt="Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs." title="Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs." src="https://digital.library.unt.edu/ark:/67531/metadc3089/small/"/></a></p><p>This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.</p>A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students2014-03-26T09:30:20-05:00https://digital.library.unt.edu/ark:/67531/metadc279002/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc279002/"><img alt="A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students" title="A Comparison of the Relative Effectiveness of Mainstream Versus Pullout Treatment Programs in Addressing the Needs of At-Risk Students" src="https://digital.library.unt.edu/ark:/67531/metadc279002/small/"/></a></p><p>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.</p>The Effect of Teachers' Self-Esteem on Student Achievement2014-03-24T20:07:29-05:00https://digital.library.unt.edu/ark:/67531/metadc278402/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc278402/"><img alt="The Effect of Teachers' Self-Esteem on Student Achievement" title="The Effect of Teachers' Self-Esteem on Student Achievement" src="https://digital.library.unt.edu/ark:/67531/metadc278402/small/"/></a></p><p>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.</p>An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance2014-11-08T11:56:31-06:00https://digital.library.unt.edu/ark:/67531/metadc407744/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc407744/"><img alt="An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance" title="An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance" src="https://digital.library.unt.edu/ark:/67531/metadc407744/small/"/></a></p><p>Among educational researchers, important questions are being asked about how to improve mathematics instruction for elementary students. This study, conducted in a north Texas public school with 294 third- through fifth-grade students, ten teachers and three coaches, examined the relationship between students’ achievement in mathematics and the mathematics teaching and coaching instruction they received. Student achievement was measured by the Computer Adaptive Instrument (CAT), which is administered three times a year in the district and is the main criterion for students’ performance/movement in the district’s response to intervention program for mathematics. The response to intervention model employs student data to guide instruction and learning in the classroom and in supplemental sessions. The theoretical framework of the concerns based adoption model (CBAM) was the basis to investigate the concerns that mathematics teachers and coaches had in using the CAT student data to inform their instruction. The CAT data, based on item response theory, was the innovation. Unique in this study was the paralleling of teachers’ and coaches’ concerns and profiles for their use of the data with student scores using an empirical approach. Data were collected at three intervals through the Stages of Concerns Questionnaire, the Levels of Use interviews, and the Innovation Configuration Components Matrix from teachers and at three intervals student CAT-scaled scores. Multiple regression analyses with the concerns and CAT scores and levels of use and CAT scores were conducted to determine if relationships existed between the variables. The findings indicated that, overall, the teachers and coaches who scored high in personal concerns at the three data points remained at low levels of use or non-use of CAT data in their instruction. Only two teachers indicated movement from high intense personal concerns to high concerns regarding the impact on students. This correlated with their increased use of CAT at the three-collection points. The regression analyses indicated no correlations between the teachers’ and coaches’ concerns and the CAT and no correlations between their levels of data use and the CAT. At the exit interviews, patterns suggested that the presence of a change facilitator might have made a difference in their understanding and use of the CAT data ultimately impacting student achievement. This study sets a new precedent in the use of CBAM data and offers insights into the necessity of providing support and training in a change process.</p>A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled2014-03-26T09:30:20-05:00https://digital.library.unt.edu/ark:/67531/metadc279287/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc279287/"><img alt="A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled" title="A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled" src="https://digital.library.unt.edu/ark:/67531/metadc279287/small/"/></a></p><p>This is a qualitative description of the decision making processes that nine elementary principals use in determining campus level services for the differently abled and of how their administrative styles and values impact those decisions. Both the literature on leadership and on special education inclusion are reviewed. This review creates the framework in which the research questions are examined and structures the reporting of the findings. The defining attributes of leadership styles in conjunction with the defining attributes of inclusion are the heart of this study. Audiotaped interviews with each principal provide the data related to questions of leadership style, decision making, philosophy and autonomy. Separate site visits in which teachers from both regular and special education are queried as to the actual practices on their respective campuses and to their reactions to program changes involving the differently abled students. The combination of data gathered from the principal interviews, from the site visitations and the use of triangulation of data provide the basis for the findings.</p>The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers2013-08-13T14:47:25-05:00https://digital.library.unt.edu/ark:/67531/metadc177211/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc177211/"><img alt="The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers" title="The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers" src="https://digital.library.unt.edu/ark:/67531/metadc177211/small/"/></a></p><p>Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused on the impact of a mathematics methods course and follow-up student teaching assignment. The presumption was that preservice teachers would show growth in their mathematical knowledge during methods since the course was structured around active participation in mathematics, research-based pedagogy, and was concurrent with a two-day-per-week field experience in a local elementary school. Survey instruments utilized the computer adaptive test version of the Mathematical Knowledge for Teaching (MKT) measures from the Learning Mathematics for Teaching Project, and the Attitudes and Beliefs (towards mathematics) survey from the Mathematical Education of Elementary Teachers Project. A piecewise growth model analysis was conducted on data collected from 176 participants at 5 time-points (methods, 3 time-points; student teaching, 2 time-points) over a 9 month period. Although the participants' demographics were typical of U.S. undergraduate preservice teachers, findings suggest that initial low-level of mathematical knowledge, and a deep-rooted belief that there is only one way to solve mathematics problems, limited the impact of the methods and student teaching courses. The results from this study indicate that in (a) number sense, there was no significant change during methods (p = .392), but a significant decrease during student teaching (p < .001), and in (b) algebraic thinking, there was a significant decrease during methods (p < .001), but no significant change during student teaching (p = .653). Recommendations include that the minimum teacher preparation program entry requirements for mathematical knowledge be raised and that new teachers participate in continued professional development emphasizing both mathematical content knowledge and reform-based pedagogy to continue to peel away deep-rooted beliefs towards mathematics.</p>Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science2014-03-26T09:30:20-05:00https://digital.library.unt.edu/ark:/67531/metadc278783/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc278783/"><img alt="Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science" title="Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science" src="https://digital.library.unt.edu/ark:/67531/metadc278783/small/"/></a></p><p>The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.</p>Elementary Students' Perceptions of Their Authentic Engagement when Using iPads in the Classroom2019-01-19T21:34:31-06:00https://digital.library.unt.edu/ark:/67531/metadc1404574/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1404574/"><img alt="Elementary Students' Perceptions of Their Authentic Engagement when Using iPads in the Classroom" title="Elementary Students' Perceptions of Their Authentic Engagement when Using iPads in the Classroom" src="https://digital.library.unt.edu/ark:/67531/metadc1404574/small/"/></a></p><p>The purpose of this study was to examine the impact of a 1:1 iPad initiative on student engagement in the classroom, as perceived by students. The design of this case study consisted of a purposeful sample of six, 5th grade students from a suburban elementary school in North Central Texas who participated in surveys, individual interviews, and focus group discussions. Two research questions guided this study: (1) How do elementary school students perceive they are authentically engaged when using iPads in the classroom? (2) What types of instructional strategies do elementary school students perceive to be most relevant and meaningful? Data collected to answer the research questions was analyzed using thematic analysis, which entailed identifying recurring themes within the data, comparing, coding, combining, and then reporting them. The findings from the research suggested that 1:1 initiatives can foster engaging learning experiences that are meaningful to students and that the iPad provided students a more personalized learning experience which had a positive effect on their engagement. Additional findings disclosed that the type of assignments and schoolwork that students were able to do with the iPad also positively impacted their engagement and interest in the content and their learning. The conclusions reached in this study also supported findings from other studies on 1:1 programs and student engagement.</p>Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.2009-09-23T14:51:11-05:00https://digital.library.unt.edu/ark:/67531/metadc9847/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc9847/"><img alt="Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers." title="Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers." src="https://digital.library.unt.edu/ark:/67531/metadc9847/small/"/></a></p><p>This study examines 797 Taiwanese pre-service early childhood teachers' diversity beliefs using the Personal and Professional Beliefs about Diversity Scales (PPBD). The purposes of this study are to: (a) validate the diversity belief's instrument, (b) investigate the relationship between diversity beliefs in both personal and professional contexts, (c) examine the group differences in diversity beliefs between pre-service teachers based on their demographic background, school characteristics, and cross-cultural experiences, (d) explore the influential determinants of diversity beliefs in the personal and professional contexts, and (f) identify the types of training early childhood pre-service teachers need regarding multicultural education in early childhood. The results indicate that (a) the professional context of PPBD is not robust to use in population outside the U.S. and needed to modify by adding more items based on current diversity literature and the cultural context in Taiwan, (b) school characteristics are the major contributors that foster pre-service teachers' diversity beliefs in both contexts, (c) school location is the most influential factor for the dependent variable of personal beliefs while experience of studying in another city and students' major become the salient factors for the professional beliefs about diversity, (d) the type of educational philosophy is contributing factor of predicting diversity beliefs in both personal and professional contexts. It echoes the multicultural education approaches advocated by Sleeter and Grant (2003), which say that the most important component of multicultural education involves an entire school and touches all areas including students, teachers, staff, and administrators.</p>Staff Development Methods for Planning Lessons with Integrated Technology2007-09-26T02:56:40-05:00https://digital.library.unt.edu/ark:/67531/metadc3343/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc3343/"><img alt="Staff Development Methods for Planning Lessons with Integrated Technology" title="Staff Development Methods for Planning Lessons with Integrated Technology" src="https://digital.library.unt.edu/ark:/67531/metadc3343/small/"/></a></p><p>This study compared cooperative and individual staff development methods for planning lessons with integrated technology. Twenty-three teachers from one elementary school participated in the study. The sample was the entire population. Nine participants were assigned to the control group, and fourteen participants were assigned to the experimental group. Names of participants were randomly drawn to determine group assignment. Participants in the control group worked individually in all three staff development sessions, while participants in the experimental group chose a partner, with whom they worked cooperatively in all three staff development sessions. Each participant or pair of participants submitted a lesson plan prior to participation in three staff development sessions. Following the sessions, each participant or pair of participants submitted a lesson plan. Three independent raters rated lesson plans to determine the participants' respective levels on the Level of Technology Implementation Observation Checklist (Moersch, 2001). The ratings of the lesson plans submitted before the training were compared to those collected after the training using a two-by-two mixed model ANOVA. The occasion (pre- vs. post-test), group, and interaction variables were all statistically significant at the .1 level; however, only the occasion variable had a strong effect size. These data suggest that (1) all teachers who participated in the training, whether individually or cooperatively, were able to develop lesson plans at a higher level of technology implementation and (2) cooperative staff development methods had no advantage over individual staff development methods with respect to teachers' ability to write lessons with integrated technology.</p>The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction2014-11-08T11:56:31-06:00https://digital.library.unt.edu/ark:/67531/metadc407820/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc407820/"><img alt="The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction" title="The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction" src="https://digital.library.unt.edu/ark:/67531/metadc407820/small/"/></a></p><p>Over the years, teachers, administrators, and policy makers have been concerned with optimizing learning for all students. The No Child Left Behind Act put an emphasis on summative assessments, which measure what students have learned. In contrast, formative assessment has been shown in many studies to improve student achievement and motivation because it is applied while students are learning. The purpose of this study was to investigate, for middle and high school mathematics and science instruction, the validity and reliability of a newly developed observation instrument called AssessToday, which is used in a single class period to assess a teacher’s use of short-cycle formative assessment. The content validity of the instrument was supported through an extensive literature review, feedback from experts in the field of formative assessment, and an examination of 98 classroom observations. For assessing reliability of the instrument, inter-rater reliability coefficients were calculated using data collected by trained observers who independently rated teachers during the same class period using three measures: percentage of agreement between raters, Cohen’s kappa, and Fleiss kappa. Cohen’s kappa (N = 36 pairs) ranged from .62 to 1.00 for all observer pairs with an average kappa of .75 for mathematics (n = 16 pairs) and .76 for science (n = 20 pairs). The recommended threshold for kappa is k = .70. An exploratory factor analysis was conducted on the observation data and the determined factors related to the theoretical framework established in the literature. The results affirmed that the instrument is a tool to be utilized in short-cycle formative assessment with middle and high school science and mathematics teachers.</p>Academic excellence and instructional expenditures in Texas.2008-05-05T14:45:05-05:00https://digital.library.unt.edu/ark:/67531/metadc5370/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc5370/"><img alt="Academic excellence and instructional expenditures in Texas." title="Academic excellence and instructional expenditures in Texas." src="https://digital.library.unt.edu/ark:/67531/metadc5370/small/"/></a></p><p>Public school per pupil costs and demands for better performance have increased over the past several decades. While the overall per pupil expenditures have increased, the percent of the educational dollar directed toward instructional activities has remained at approximately 60%. A grass-roots movement known as the "65% Solution" caught national attention by claiming that schools are not efficiently allocating resources into areas that have the greatest link to student achievement, such as instruction. Proponents of the 65% Solution claim that per pupil expenditures can be increased by shifting funds from areas considered non-instructional to areas that directly impact student instruction, such as teachers and instructional materials. The purpose of this study was to determine the relationship between district Panel Recommended and Commended Performance TAKS Reading/ELA and Math results and three measurements of instructional expenditures, Instructional Staff Percent; TEA Instructional Expenditure Ratio; and the NCES Instructional Expenditure Ratio (65% Solution), in Texas public schools. Data was collected from the 2003-2004 AEIS report. Multiple regression was used to conduct the analyses. In most instances, there was little, if any, relationship between TAKS Reading/ELA and TAKS Math, and the Instructional Staff Percent (ISP), TEA Instructional Expenditure Ratio (TIER), and NCES Instructional Expenditure Ratio (NIER). However, a low to moderate relationship was discovered in the comparison of TAKS Reading/ELA, and the ISP and TIER. This result was the same for both the Panel Recommended and Commended Performance. In every instance, the ISP and TIER showed positive, statistically significant, relationships to TAKS results. The NIER, or 65% Solution, had the lowest correlation and was statistically insignificant in three out of four analyses.</p>Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools2016-03-20T10:34:12-05:00https://digital.library.unt.edu/ark:/67531/metadc822772/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc822772/"><img alt="Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools" title="Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools" src="https://digital.library.unt.edu/ark:/67531/metadc822772/small/"/></a></p><p>This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.</p>Student Belonging: A Critical Narrative Inquiry of Grenadian Secondary Students' Storied Experiences in Schooling2022-06-16T11:05:14-05:00https://digital.library.unt.edu/ark:/67531/metadc1944356/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1944356/"><img alt="Student Belonging: A Critical Narrative Inquiry of Grenadian Secondary Students' Storied Experiences in Schooling" title="Student Belonging: A Critical Narrative Inquiry of Grenadian Secondary Students' Storied Experiences in Schooling" src="https://digital.library.unt.edu/ark:/67531/metadc1944356/small/"/></a></p><p>Including all students through the educative processes is instrumental to their success. Each student's journey through education is therefore impacted by the ways they are included in the classroom. As such, social inclusion, and academic inclusion underpinned by a general sense of belonging are key elements impacting students' successes in schooling. Both globally and nationally school systems face challenges in enacting policies, pedagogies, and practices to meet the needs of increasingly diverse student populations. Student voice which has historically been absent from the literature can be a valuable tool in accounting for the lived experiences of diverse students with or without a formal label of dis/ability. Student voice can (re)present a revelatory tool that can be acted upon in responding to these diverse needs. Thus, the purpose of this study was to explore how secondary students in Grenada with or without a label of learning dis/ability but who are considered as part of responsive inclusive education, experience a sense of belonging through academic and social inclusion. This qualitative study using critical narrative inquiry pursued through semi-structured interviews with students, their teachers and parents revealed resonant threads of strained responsive education, childism and coloniality, the pedagogy of nice and an elusive inclusive education. Recommendations are therefore made to center student voice and choice, further the decolonization of schooling, create improved systems of evaluation and diagnosis of specific learning challenges, and to provide extensive teacher training so that the needs of diverse learners can be met. The findings have the potential to encourage and introduce collaborative educational practices amongst teacher-practitioners, students, and Grenada's Ministry of Education and thereby improve responsive models for secondary learners of diverse abilities.</p>Immunity for New Mexico Public School Districts and the 1978 Tort Claims Act2015-08-21T05:42:39-05:00https://digital.library.unt.edu/ark:/67531/metadc699955/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc699955/"><img alt="Immunity for New Mexico Public School Districts and the 1978 Tort Claims Act" title="Immunity for New Mexico Public School Districts and the 1978 Tort Claims Act" src="https://digital.library.unt.edu/ark:/67531/metadc699955/small/"/></a></p><p>In a 3-year timeframe, nearly 800 student negligence suits were filed, and most involved some claim of personal injury. Despite heightened public attention of negligence lawsuits against school districts and their employees, an empirical study of court decisions revealed that the volume of litigation against school districts remained steady from 1990 to 2005, the majority of cases were ruled in favor of the school district employees, and government and official immunity were most often the basis for these rulings. Researchers have concluded that immunity laws are strong in the United States, although they vary by state in their application. However, a primary recommendation was that, because of the misconception of a lack of immunity for public school employees, a comprehensive study on governmental and official immunity is needed. This dissertation employed legal research, analysis, and methodology to engage in a comprehensive investigation of teacher immunity in the four southern states of Texas, Oklahoma, Mississippi, and New Mexico. Of central concern to this dissertation was the Tort Claims Act of 1978 from the State of New Mexico. The Tort Claims Act is the vehicle by which immunity is granted to public school employees. Court findings over the last 35 years point to three primary domains under which cases pertaining to immunity fall: negligence (62.5%), evaluation and supervision (16.7%), and student discipline (8.3%). Immunity appears strong across all three domains; however, only future studies on cases by state will determine whether states in the southwest United States are the norm or an anomaly.</p>The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students.2009-05-11T20:08:00-05:00https://digital.library.unt.edu/ark:/67531/metadc9094/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc9094/"><img alt="The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students." title="The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students." src="https://digital.library.unt.edu/ark:/67531/metadc9094/small/"/></a></p><p>This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourth grade TAKS reading test. This quantitative study used a quasi-experimental design to answer the research questions. The final data results did not indicate that the implementation of interventions significantly increased TAKS reading scores at the p > .05 level. In addition, there were no significant increases at the p > .05 level between the ACES pretests and posttests. Although there were no significant gains on the TAKS or ACES, there are implications the interventions had a positive effect on teacher perceptions of their students' academic competence and some growth was evident for the treatment groups on both TAKS and ACE.</p>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.2008-02-15T14:51:03-06:00https://digital.library.unt.edu/ark:/67531/metadc4322/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc4322/"><img alt="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." title="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." src="https://digital.library.unt.edu/ark:/67531/metadc4322/small/"/></a></p><p>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 to use anytime, anywhere.</p>School Board Presidents' Perception of Their Role and Its Relationship to Effective Board Practices2020-09-07T10:29:05-05:00https://digital.library.unt.edu/ark:/67531/metadc1707378/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc1707378/"><img alt="School Board Presidents' Perception of Their Role and Its Relationship to Effective Board Practices" title="School Board Presidents' Perception of Their Role and Its Relationship to Effective Board Practices" src="https://digital.library.unt.edu/ark:/67531/metadc1707378/small/"/></a></p><p>The purpose of this study was threefold: (a) to identify the priorities that Texas school board presidents perceive to be most important in their role as a school board member; (b) to describe the specific activities, behaviors, and actions that Texas school board presidents say they take to support the priorities they identify; and (c) to compare with and contrast board members' reported priorities, activities, behaviors, and actions with the eight characteristics of effective school board practices. A mixed-methods research design was used to explore school board presidents' perceptions of their role and its relationship to effective board practices. Quantitative data were gathered using an online survey and analyzed using descriptive statistics. Qualitative data were obtained from one-on-one semi-structured interviews which were manually coded using a three-step, hybrid-coding process, as well as from an observation protocol. Evidence from this study identified four top priorities: accountability driven actions, a untied team with the superintendent, aligned and sustained resources, and a vision of high expectations. Eleven subthemes emerged that describe the activities, behaviors, and beliefs that support these priorities including: clear goals, community partnerships, data-driven informed, governance, human capital, policy adoption, professional development, strong communication, student outcomes, training, and trust.</p>The Effect of Formal Leadership Coaching Support on Principal Self-Efficacy2023-07-08T23:12:12-05:00https://digital.library.unt.edu/ark:/67531/metadc2137612/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc2137612/"><img alt="The Effect of Formal Leadership Coaching Support on Principal Self-Efficacy" title="The Effect of Formal Leadership Coaching Support on Principal Self-Efficacy" src="https://digital.library.unt.edu/ark:/67531/metadc2137612/small/"/></a></p><p>Principals today face greater job complexities and more diverse challenges than ever before because of decreases in resources, funding, and district support, along with increases in accountability expectations, student diversity, and unfunded federal and state mandates. Principals today are tasked with myriad responsibilities ranging from facilities management and fiscal and legal concerns to instructional leadership and stakeholder relationships. The purpose of this study is to examine the role of formal, structured leadership coaching and engage in further inquiry to determine the effect of leadership coaching on principal efficacy in a complex and challenging educational environment. This convergent parallel mixed-method research approach is meant to determine if elementary principals' participation in formal leadership coaching programs increases their level of efficacy, as well as how different districts structure and implement these programs for the benefit of their administrators.</p>College and Career Readiness: Psychosocial Predictors of Achievement and Persistence2015-08-21T05:42:39-05:00https://digital.library.unt.edu/ark:/67531/metadc700097/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc700097/"><img alt="College and Career Readiness: Psychosocial Predictors of Achievement and Persistence" title="College and Career Readiness: Psychosocial Predictors of Achievement and Persistence" src="https://digital.library.unt.edu/ark:/67531/metadc700097/small/"/></a></p><p>Purpose: The purpose of this study was to determine if traditional indicators of college readiness were better predictors of students’ first semester college GPA and persistence to the second year of coursework compared to non-traditional indicators of college readiness. Specifically, this study analyzed the predictive validity of high school class rank and ACT/SAT scores compared to that of the psychosocial skills measured by the ACT Engage on students’ first semester college GPA and their likelihood of enrollment in the second year of college coursework. Methodology: Linear and logistic regression models were used to examine the effect of gender, age, ethnicity, socioeconomic status, high school rank, Texas Success Initiative college readiness scores, SAT or ACT scores, and the ten themes of the ACT Engage Inventory (dependent variables), on students’ first semester college GPA and rate of persistence to the second year (independent variables). A sample of 4,379 first semester college freshmen participated in this study. Findings: Results indicated that high school rank, ACT/SAT scores and psychosocial skills measured by the ACT Engage theme academic discipline were accurate predictors of college performance. Results regarding the predictive power of traditional academic and non-traditional psychosocial predictors of persistence were less definitive. Students qualifying for federal financial assistance and female students showed the greatest likelihood of not returning for the second year of college. Research Limitations: One limitation of this study occurred because separate ethnicities were not evaluated as independent variables. Additionally, further research should occur regarding the relationship between the independent variables of gender and socioeconomic status and the dependent variable persistence. Practical Implications: Due to the predictive power of high school class rank, college entrance exam scores, and the psychosocial skill of academic discipline, educators and policy makers should design targeted preparation and support initiatives around improving students’ skills in these areas. Recommendations for such initiatives were provided. Value of Paper: This paper is valuable to educators at the secondary school and university levels because results can be used to design preparation and support programs in order to improve students’ performance and persistence at the college level.</p>A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction2011-05-04T13:11:57-05:00https://digital.library.unt.edu/ark:/67531/metadc33164/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc33164/"><img alt="A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction" title="A Case Study of the Impact of the Middle School Data Coach on Teacher Use of Educational Test Data to Change Instruction" src="https://digital.library.unt.edu/ark:/67531/metadc33164/small/"/></a></p><p>With the advent of No Child Left Behind (NCLB) legislation in 2002 and its attendant increases in accountability pressure, many districts and schools currently embrace data analysis as an essential part of the instructional decision making process. In their attempts to overcome low achievement on state-mandated tests, some districts have begun employing data coaches. The study reported here, which was set in three middle schools in a northeast Texas school district, assessed the influence of the campus data coach on a middle school mathematics teachers' use of analyzed data to make instructional decisions. It also examined the extent to which the Data Coach/teacher relationship resolved teacher concerns about data-driven decision making. Phenomenological interviews with data coaches were guided by Seidman's (2006) three-series interview. Measurement of teacher use of data to make decisions was based on the concerns-based adoption model's levels of use interview protocol, stages of concern questionnaire, and innovation configuration map. By the end of one school year, two out of the three teachers never used data to make instructional decisions, although the non-users both had moved closer toward employing the innovation in their classroom. Data indicated all teachers were aware of the innovation, but all three ended the study with high personal concerns, signifying that the minimal efforts made by the data coaches to resolve concerns were not successful. This study's small sample gave the research paradigm of data-based decision making an in-depth glimpse into the process of implementing data-based instructional decision making and the Data Coach position on three middle school campuses in one large northeast Texas district.</p>Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.2009-09-23T14:51:11-05:00https://digital.library.unt.edu/ark:/67531/metadc9846/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc9846/"><img alt="Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities." title="Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities." src="https://digital.library.unt.edu/ark:/67531/metadc9846/small/"/></a></p><p>This study examined the relationships between leadership practices of principals and strength of schools as sustainable professional learning communities. Strength of schools as professional learning communities was measured using the Professional Learning Communities Assessment; leadership practices were measured using the Leadership Practices Inventory both Self and Observer protocols. Findings indicated that neither principal's self-perceptions of their leadership practices nor teachers' assessments of their principals' leadership practices were related to strength of schools as professional learning communities. Findings did indicate ten specific leadership behaviors of principals that appear to be more highly related to strength of schools as learning communities. Further analysis which focused on the two strongest learning community schools and the two weakest learning community schools indicated that three specific leadership behaviors within Kouzes and Posner's practices of modeling the way and enabling others to act appear to be the most strongly related to reculturing schools as sustainable professional learning communities. Principals who set a personal example of what they expect of others are most likely to lead schools that function as strong learning communities. Additionally, principals who build consensus around a common set of values are also most likely to lead strong learning communities. Finally, principals who develop cooperative relationship with co-workers are most likely to lead schools that function as strong learning communities.</p>A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models2008-02-15T16:09:07-06:00https://digital.library.unt.edu/ark:/67531/metadc4773/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc4773/"><img alt="A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models" title="A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models" src="https://digital.library.unt.edu/ark:/67531/metadc4773/small/"/></a></p><p>This study analyzed test scores of economically disadvantaged students who attended two elementary schools implementing different types of Title I models from 1999-2001. Test scores from the Texas Assessment of Academic Skills (TAAS), the Iowa Test of Basic Skills (ITBS) and the Stanford Achievement Test (SAT-9) were analyzed. One school implemented the targeted assistance model (less than 50% poverty), which focused resources on students were identified as failing or at risk of failing. The other a schoolwide model (95% poverty), which used resources to help all students in a school regardless of whether they ware failing, at risk of failing, or economically disadvantaged. The quantitative approach was used with a causal comparative design. A cohort of continuously enrolled students was identified for the TAAS (n=169 and 189) and the ITBS/SAT-9 (n=49 and 87). Descriptive statistics such as the frequency, mean, and standard deviation, were used to measure differences on the Texas Learning Index (TLI) for the TAAS, and Normal Curve Equivalent (NCE) on the ITBS/SAT-9. Analysis of covariance (ANCOVA) was used to partially adjust for preexisting differences among the groups and because randomization was not possible. The independent variable was type of Title I model, targeted assistance or schoolwide. The dependent variable was the achievement measure, and the covariate was the initial achievement scores in third grade (pretest). The ANCOVA reports and descriptive statistics showed that economically disadvantaged students performed better in reading and math on TAAS and ITBS/SAT-9 at the targeted assistance school in 1999 and 2001, with mixed results in 2000. The academic performance of economically disadvantaged students at the targeted model was consistent all three school years. They scored slightly lower than the non-economically disadvantaged students, but higher than their peers at the schoolwide model. The students' third grade pretest score was the most significant predictor of future performance.</p>A model for developing and disseminating multimedia materials for teacher educators.2007-09-26T02:56:49-05:00https://digital.library.unt.edu/ark:/67531/metadc3342/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc3342/"><img alt="A model for developing and disseminating multimedia materials for teacher educators." title="A model for developing and disseminating multimedia materials for teacher educators." src="https://digital.library.unt.edu/ark:/67531/metadc3342/small/"/></a></p><p>The purpose of this study was to develop a model that would enhance the development, dissemination, and adoption of educational multimedia materials. The grounded theory definition of open coding was used to analyze data collected from the 3-year Technology Leadership Web Library Project at the University of North Texas. Weekly meeting minutes, email communication, reports, notes, questionnaires, and surveys were examined to determine major factors involved in the process of product development and dissemination.
From the analysis of this study, five major factors in product development and dissemination were identified. These factors were leadership, team dynamics, expert advisors, feedback, and consumers. The synthesis of the factors led to the development of the PROMOTE (process revolving around ongoing management of team and evaluative feedback) model. The PROMOTE model is based on the establishment of a system that includes leadership, development team, and expert advisors at its center. The system is tied together with well-established feedback loops for stages of evaluation. The PROMOTE model is iterative and uses consumer feedback to generate new products.
The PROMOTE model differs from other product development and evaluation models both in the focus of the process and the nature of the evaluation feedback.</p>The implementation of international education in colleges and universities in the state of Texas: A follow-up study.2008-02-15T16:09:22-06:00https://digital.library.unt.edu/ark:/67531/metadc4772/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc4772/"><img alt="The implementation of international education in colleges and universities in the state of Texas: A follow-up study." title="The implementation of international education in colleges and universities in the state of Texas: A follow-up study." src="https://digital.library.unt.edu/ark:/67531/metadc4772/small/"/></a></p><p>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.</p>Success Factors among Early College Entrants2009-05-11T20:08:01-05:00https://digital.library.unt.edu/ark:/67531/metadc9091/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc9091/"><img alt="Success Factors among Early College Entrants" title="Success Factors among Early College Entrants" src="https://digital.library.unt.edu/ark:/67531/metadc9091/small/"/></a></p><p>This study explored how various intrapersonal, familial, and life-goal characteristics related to the academic and personal success of first semester early college entrants attending the Texas Academy of Mathematics and Science (TAMS) at the University of North Texas. The study sought to identify which intrapersonal factors and external factors affected grades, behavioral markers, and life satisfaction during the students' first semester at TAMS. Baseline data from TAMS entrance material such as standardized achievement test scores, previous grade point averages (GPA's), advanced courses taken, and other academic activities and awards were collected. Data were also collected from the students prior to their entry to the start of TAMS related to family cohesiveness, motivation, and career goals. Data from parents were gathered prior to the start of TAMS regarding parenting styles, demographics, parents' educational levels, careers, and income levels, as well as the child's homework, extracurricular activities, and other time demands. First semester grades, a measure of life satisfaction since the program began, and behavior reports from staff members were used as outcome/success indicators. These additional data were used to examine the relationship between success and familial/interpersonal/life goal factors.</p>A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities2012-05-17T21:47:00-05:00https://digital.library.unt.edu/ark:/67531/metadc84217/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc84217/"><img alt="A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities" title="A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities" src="https://digital.library.unt.edu/ark:/67531/metadc84217/small/"/></a></p><p>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 development methods received by participants explained approximately 30% of the difference.</p>An Analysis of the Perception of the Degree of Compliance of Selected Texas Public High Schools with Title IX of the Education Amendments of 19722008-02-15T16:29:12-06:00https://digital.library.unt.edu/ark:/67531/metadc4960/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc4960/"><img alt="An Analysis of the Perception of the Degree of Compliance of Selected Texas Public High Schools with Title IX of the Education Amendments of 1972" title="An Analysis of the Perception of the Degree of Compliance of Selected Texas Public High Schools with Title IX of the Education Amendments of 1972" src="https://digital.library.unt.edu/ark:/67531/metadc4960/small/"/></a></p><p>In recent years, few laws have had greater impact on public education than Title IX of the Education Amendments of 1972. As a result of this legislation, participation levels of female athletes have risen dramatically. Conducted in the Texas Education Agency's Region XI, this study sought to ascertain the perceptions of high school principals, the lead coaches of male athletes, and the lead coaches of female athletes with regard to their schools' compliance with the components of Title IX. The study centered on the results of a survey instrument that included twenty Likert-scale questions as well as several demographic questions. The research questions sought to determine: (1) respondents' overall perception of compliance; (2) any differences in perceptions of compliance based upon the role of the individual; (3) any differences in perceptions based upon the percentage of students qualifying for free and reduced lunch; (4) any differences based upon the state classification of the schools; (5) any differences based upon the gender of respondents; (6) whether complaints filed via OCR result in a perception of increased compliance; and (7) the program component areas in which respondents view their schools to be most compliant. Descriptive and causal-comparative methods were used to analyze the data. The results revealed that school leaders in north central Texas public high schools perceived a high degree of compliance of their schools with the requirements of Title IX regardless of their role. A descriptive analysis of the responses based upon respondent role yielded slight differences between coaches of males and females. An ANOVA of responses considering the variables of free and reduced lunch as well as state classification did not yield a statistical significance in terms of perceptions of compliance. Although the mean scores of female respondents were slightly lower than males, the research did not yield statistically significant differences based upon gender. The study was inconclusive in terms of whether districts that have experienced formal Title IX complaints are more compliant with Title IX. Finally, the study indicated that school leaders should focus more attention on the areas of coaching assignment and compensation as well as publicity as they seek to comply with Title IX.</p>Assessment and Analysis of Per Pupil Expenditures: a Study Testing a Micro-Financial Model in Equity and Student Outcome Determination2014-03-26T09:30:20-05:00https://digital.library.unt.edu/ark:/67531/metadc279253/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc279253/"><img alt="Assessment and Analysis of Per Pupil Expenditures: a Study Testing a Micro-Financial Model in Equity and Student Outcome Determination" title="Assessment and Analysis of Per Pupil Expenditures: a Study Testing a Micro-Financial Model in Equity and Student Outcome Determination" src="https://digital.library.unt.edu/ark:/67531/metadc279253/small/"/></a></p><p>The purpose of this study was to examine district level financial data to assess equity across districts, to compare equity benchmarks established in the literature using selected functions from the state's financial database, and to determine the predictive value of those functions to the Texas Assessment of Academic Skills (TAAS) tests of 1997.</p>Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students.2008-05-05T14:05:20-05:00https://digital.library.unt.edu/ark:/67531/metadc5270/<p><a href="https://digital.library.unt.edu/ark:/67531/metadc5270/"><img alt="Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students." title="Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students." src="https://digital.library.unt.edu/ark:/67531/metadc5270/small/"/></a></p><p>This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this study was upheld.</p>