Analysis of Qualified Immunity for Texas Public School Professional Employees as Interpreted by the Texas Courts

Analysis of Qualified Immunity for Texas Public School Professional Employees as Interpreted by the Texas Courts

Date: May 2009
Creator: Carman, John Nathaniel
Description: This dissertation analyzed Texas appellate court decisions relating to whether educators' actions were incident to or within the scope of duties and involved the exercise of judgment or discretion in cases involving defamation, motor vehicle exceptions, and excessive force in discipline exceptions. The questions addressed were: (1) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for defamation? (2) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for injury to students when plaintiffs have sued Texas educator under the motor vehicle exception to the educator immunity law? (3) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators under the excessive force in discipline exception to the educator immunity law? This dissertation utilized legal research as its methodology. Chapter 3 examines literature with regard to qualified immunity for Texas public school professional employees and discusses the limitations placed upon qualified immunity. Chapter 4 is a comprehensive study of the cases decided by Texas courts involving alleged defamation of students or others by teachers and school administrators. Chapter 5 is a ...
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Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model

Secondary Teachers’ Concerns about Response to Intervention: Using the Concerns-Based Adoption Model

Date: May 2013
Creator: Isbell, Laura J.
Description: This case study addressed the problem of implementing response to intervention (RTI) in general secondary education. To investigate this problem, one north Texas school's RTI implementation was examined using the theoretical framework of the concerns-based adoption model (CBAM) and defining RTI as the innovation. RTI-related practices were studied for 10 secondary teachers, two from each core subject (i.e., mathematics, English language arts, science, and social studies) and the fine arts who had been implementing RTI for several years. Data regarding participants' stages of concern about and levels of use of RTI were collected across three time intervals using the three diagnostic instruments of CBAM (i.e., Stages of Concern Questionnaire, Levels of Use interviews, and Innovation Configuration Checklist matrix), behavioral observations during instruction and RTI meetings, and structured exit interviews of participants. Overall, findings indicated that the secondary teachers were at similar stages of concern and levels of use of RTI. Teachers' RTI concerns scores remained highest in the Self phase and lowest in the Impact phase of concern at all three intervals of data collection. As levels of RTI use increased, observed RTI use increased; however, teachers' RTI levels of use scores remained in the early levels of RTI implementation ...
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A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

Date: May 2005
Creator: Wang, Hsin-Yi
Description: A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
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Relevance of Risk Factors for Delinquency Among Subtypes of Adolescent Male Juvenile Offenders: Significance for Youth with Emotional/Behavioral Disorders or Learning Disabilities

Relevance of Risk Factors for Delinquency Among Subtypes of Adolescent Male Juvenile Offenders: Significance for Youth with Emotional/Behavioral Disorders or Learning Disabilities

Date: December 1998
Creator: Brinkman-George, Leslie
Description: The effectiveness of prevention programs is often assessed by examining program effects of a variety of factors that are known to elevate or reduce risk for delinquent involvement. It is necessary to identify whether differential programming is required for significantly represented offender subpopulations, including those with emotional/behavioral disorders (E/BD) or learning disabilities (LD). This study sought to determine the relevance of specific individual, family, and school-risk factors for delinquency across three categorical subtypes ofjuvenile offenders: (a) those with E/BD, (b) those with LD, and (c) those offenders considered nondisabled.
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An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

An Ecological Understanding of Teacher Quality in Early Childhood Programs: Implications and Recommendations

Date: May 2011
Creator: Macias-Brown, Armandina A.
Description: This research examined whether or not relationships exist between preschool teacher quality and parent involvement as indicated by the Hoover-Dempsey and Sandler Model of Parent Involvement Survey. Additionally, the study also considered family income and child membership in special education as predictors of parent involvement. The survey instruments included the Early Childhood Environmental Rating Scale, Revised (ECERS-R) and the Hoover-Dempsey and Sandler Parent Involvement Survey. A total of 306 parents across 35 preschool classrooms participated in the study. Effect sizes, beta weights and structure coefficients from a series of multiple regression analyses measured the relationship between variables. A regression equation comprised of teacher quality, family income and child membership in special education was statistically significant in predicting parent school-based involvement. In the school-based involvement model the predictors teacher quality and child membership in special education accounted for a greater percentage of variance than did family income. Teacher quality demonstrated a small, negative beta weight but accounted for the greatest amount of variance among the three predictors within the school-based parent involvement model. A negative relationship between teacher quality and school-based parent involvement suggested that as teacher quality improved, parents reported less involvement in school-based activities and events. Findings for special ...
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A follow-up study of a masters program for teachers of students with emotional/behavioral disorders.

A follow-up study of a masters program for teachers of students with emotional/behavioral disorders.

Date: August 2008
Creator: Walter, Paulette C.
Description: Educators today are faced with a worthy goal. Every student, including those with emotional and behavioral disorders (EBD), must be taught by a qualified teacher. However, recruiting, training, and retaining quality special education teachers continue to confound the field. The purpose of this study was to determine if the completion of a NCATE/CEC (National Council for Accreditation of Teacher Education/Council for Exceptional Children) approved masters program specializing in EBD from a well-known university increased the confidence in knowledge and skills of special educators, the numbers of special educators, and/or the retention of special educators working with students with EBD. The sample in this study was composed of 199 students who had completed the master's degree in special education who specialized in emotional/behavioral disorders from 1985 to 2005. Data were compiled from 80 students at a response rate of approximately 40%. Additionally, five respondents participated in face-to-face interviews. The data did not lend themselves to the quantitative analysis and thus pose a limitation to the generalizability of this study. However, combined with the qualitative analysis, the study provided a rich analysis of a program whose graduates stay in the field of special education providing services to students with EBD.
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Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings

Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings

Date: December 1998
Creator: Elizondo, Leigh A.
Description: The purpose of this study was to delineate the differences between the types of behavioral management techniques used by teachers of students with emotional/behavioral disorders.
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Endogenous Constructivist Implications for Methodology : Focus on Young Children with Developmental Delay in the Social and Emotional Domains

Endogenous Constructivist Implications for Methodology : Focus on Young Children with Developmental Delay in the Social and Emotional Domains

Date: December 1998
Creator: McCrary, Donna E. (Donna Evelyn)
Description: The Ecologically-Based Activity Plan (EBAP) is proposed as a method to create a transition between special education and general education. It serves as a tool to help classroom teachers assess the environment of the class and as a method for embedding instruction within the naturally occurring context of the endogenous constructivist classroom. In this study the EBAP was used to reduce aggressive behavior and increase prosocial behavior among five children who displayed developmental delays in the social and emotional domains.
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Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered.

Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered.

Date: December 2003
Creator: Morgan, Daniel J.
Description: The study used a survey design to ascertain the levels of knowledge and attitudes of special education and non-special education preservice and inservice teachers towards students with different sexual orientations. The results of this study are based on 408 responses from preservice and inservice teachers enrolled at seven institutions of higher education within North Carolina, Virginia, and the District of Columbia offering teacher training programs in regular and/or special education. Two previously developed instruments were used to measure dependent variables in this study. Koch's modified version of The Knowledge about Homosexuality Questionnaire developep by Harris, Nightengale & Owen was used to measure the dependent variable of the preservice and inservice teacher's knowledge about homosexuality. Herek's Attitudes Toward Lesbians and Gay Men (ATLG) measured the dependent variable of attitudes towards homosexuals. The study found no significant differences reported mean scores for knowledge or attitude of homosexuality among the teacher groups surveyed: (a) special education preservice teachers, (b) non-special education preservice teachers, (c) special education inservice teachers, and (d) non-special education inservice teachers. Neither gender nor age were found to be factors in measures of knowledge or attitude of preservice or inservice teachers. Receiving prior instruction in serving the needs of GLBT ...
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Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008

Student to Teacher Racial/Ethnic Ratios as Contributors to Regional Achievement Gaps, 1999-2008

Date: December 2011
Creator: Hays, James M.
Description: With the advent of No Child Left Behind legislation in 2002 and its mandates for annual yearly progress for all students, many districts and schools in Texas have had difficulty elevating African American and Hispanic students’ scores. The current study examined these students’ achievement on the annual Texas high-stakes measure as a function of a numerical construct that aligns the race/ethnicity of students when the teacher race is White. Earlier studies have shown that racial/ethnic compatibility between students and teachers improves student achievement in the primary grades. The study, which was set in 10 north Texas school districts and 30 high schools, middle schools, and elementary schools, examined African American and Hispanic students’ achievement on the Texas state assessments in reading and mathematics over a 10-year period. District performance data came from 4,664,192 African American, Hispanic, and White students and 222, 834 White teachers. Campus level data encompassed 188,839 10th graders, 93,573 eighth graders, and 40,083 fourth graders, and 20,471 White teachers. Analysis revealed that, as the ratios of African American and Hispanic students to White teachers increased, the percentages of these two student groups passing the Texas assessments decreased. These patterns differed for White students whose passing percentages increased ...
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