The main purpose of this study was to examine the various finance models that are presently being used to finance facilities and to provide information for the Texas legislature, the Texas Education Agency, and local school districts concerning facilities funding models that might be used in Texas. Based on the information gathered and analyzed, several conclusions are drawn and recommendations regarding state funding of capital projects in the State of Texas are made. The model recommended for Texas is one that provides for an equalized grant and includes formulas for the distribution of state money.
This study was conducted to analyze the differences in the news coverage of public education by a state and local newspaper, to ascertain if trends exist in the coverage of topics, and if the coverage is negative, positive, or neutral. All issues of The Dallas Morning News and The Piano Star Courier from the years 1988 and 1993 were evaluated. All articles about public education (with the exception of athletics, obituaries, and advertisements) were evaluated using a content analysis form. The content analysis form provided information for classifying all articles. Information was tallied for the number of articles and column inches by newspaper and category. Findings indicated a number of differences between the two newspapers in 1988 and 1993. The Dallas Morning News increased the number of articles and column inches of space it committed to the coverage of public education from 1988 to 1993. During the same period The Piano Star Courier reduced both the number of articles and column inches of space which it used for the topic of education. The Piano Star Courier began publishing editions on only five of the seven days per week in February, 1993. The Dallas Morning News reduced its local coverage and increased its coverage of state and national education topics during the same period. The change in coverage was shown through the increased number of articles and space allocated to state and national topics. Changes also occurred in the number of negative articles published by the newspapers. The Dallas Morning News increased the number of negative articles as it focused on state and national news. The Piano Star Courier reduced the number of negative articles as it focused on local topics. The findings also indicate that certain categories of articles are more likely to present education in a positive manner. Local ...
The purpose of this study was to assess the effects of selected characteristics on the outcomes of those special education due process hearings brought forth in the state of Texas from September 1, 1983, to September 1, 1992. A further purpose was to determine if district characteristics of size or location affect the likelihood of a district's becoming involved in a special education due process hearing. Data for the study was collected for all special education due process hearings conducted in the State of Texas from September 1, 1983, to September 1, 1992. A coding system was used to record the data for the study and the Chi-square test of independence was used to determine whether a relationship existed between the selected variable (hearing issue, disability classifications and restrictiveness of placement) and hearing outcome. The frequency of involvement in hearings for districts of various size and urban characteristics was displayed as a percentage.
The problem of this study was to determine training priorities as mandated by the Texas Legislature on the CORE Curriculum for Management and Leadership Development and their implications for Texas public school principals. Purposes of the study were to validate an instrument for assessing principals' training needs, to provide data for planning and delivering training for principals, to provide results to staff developers, and to develop a profile of similarities and differences in the perceptions of principals and their superordinates.
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.
Using a case study approach, this investigation focused on the decision-making processes and leadership of a school district superintendent as he initiated and implemented the school restructuring effort of year-round education. The study was conducted during 1 school year period but was enhanced through a 3 year follow-up report. The research questions focused on the superintendent's decision-making processes and the impact that groups had on those processes. Questions also emerged during the data collection phase of the study about the superintendent's change-facilitation leadership behaviors. A Texas school superintendent committed to the implementation of year-round education was selected as the subject of this study. Data were collected for 1 school year by the participant observer who served as an unpaid intern to the superintendent. Data included field notes recorded during the day-to-day operations and interactions of the district, meetings which the superintendent attended, newspaper articles, district memoranda and documents, observation, and interviews. Field notes and interviews were triangulated with document analysis to identify patterns in the data and to identify the factors influencing the decision-making processes and the leadership behaviors of the superintendent.
The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.
This study reviewed the literature on the struggle for equal educational opportunity of the 1960s and 1970s, the reform movement of the 1990s, the public/private school debate of the 1980s and 1990s, the issue of school choice in the 1990s, and a brief history of private schools. The literature revealed that since the Supreme court's ruling, in 1954, on the unconstitutionality of separate-but-equal public schools and decisions on the separation of church and state, during the 1960s and 1970s, the number of and enrollment in private and parochial schools have grown steadily. This study was conducted on a sample of 14,242 students attending 17 colleges (15 private colleges and 2 public universities) to determine if there was a difference in their academic performance (GPA) at the end of their freshman year. The independent variables of the study were the size of the student's secondary school graduating class, the religious affiliation of the secondary school, the gender enrollment pattern of the secondary school, and the residential pattern of the secondary school. In addition, using the student's SAT score, an analysis was conducted to determine whether or not the student's first-year college GPA exceeded their GPA predicted by the SAT.
The specific purposes of the study were (1) to determine the effectiveness of ECRI (Exemplary Center for Reading Instruction), as compared to "traditional" (basal driven) classroom instruction based on a comparative analysis of norm-referenced test data; (2) to determine if there was a significant difference between Blacks, Hispanics and Caucasians on the Vocabulary and Reading Comprehension portions of the Iowa Test of Basic Skills among the third grade ECRI students; and (3) to provide valid information for those charged with the implementation of reading instruction in the Dallas Independent School District, Dallas, Texas.
The management style being used by school personnel in Texas and across the nation today is predominately that of a bureaucracy. This model was organized around the industrial revolution that was exercising authority at the turn of the century. Writers and researchers have pointed out that such a model is not capable of providing students the knowledge and skills they will need to enter an increasingly demanding society. One management style relatively new to the educational arena today is that of Total Quality Management. This study reports the results of the impact of the training in those principles by measurement of student test scores.
The purpose of this study was to identify the personality traits of effective elementary bilingual/ESL teachers, to identify the personality traits of effective traditional elementary teachers, and to compare the two groups.
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.
Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This study examined student achievement using two different placements for the computer simulation, The Civil War, in a unit of instruction of 8th grade American History students in a suburban middle school.
This study was conducted to analyze the effect of implementation of Texas House Bill 72 on budgets of selected Texas public school districts and to ascertain educational benefits to students derived from implementation of the bill as perceived by superintendents. Questionnaires were sent to superintendents of the Region 10 Education Service Center to determine perceived educational benefits to students. A demographic data sheet provided information for classifying respondents by educational experience, superintendent experience, and district enrollment classifications. Sixty-two districts responded. Official public school budget data for each district were analyzed for fiscal years 1983 through 1986 as were data from the questionnaire. Overall statistical information was gleaned through CONDESCRIPTIVE. Mean total expenditures, mean total tax rate, and state fiscal aid data were compiled, tabulated, and reported for each enrollment classification and entire sample. In addition, a t-test between the difference of two independent means at a probability level of .05 was applied. The two independent means were the averages of data for the two years prior to and after implementation of the law for expenditures, tax rates, and state fiscal contributions. Data comparing local and state expenditures were compiled, tabulated, and reported for each group to compare local and state fiscal effort prior to and after implementation. One-way analysis of variance was used to compare demographic variables with perceived educational benefits. Item and factor analyses were applied to establish reliability.
This study investigated person-situation relations of professional preparation and job classification of secondary school athletic training positions with core job dimensions and affective outcomes within Hackman and Oldham's 1980 Job Characteristics Model. Research focused on which relations show increased affective outcomes; relationships between core job dimensions and affective outcomes; and characteristics of the core job dimensions of task identification, task significance, and skill variety of athletic trainer tasks as defined by the National Athletic Trainers Association Board of Certification, Inc. 1995 Role Delineation Study.
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.
The problem of this study was the conflict perceived by Texas Public High School Principals involving two roles which have been described as contradictory in nature; namely as an instructional leader and as a building manager. This study was also concerned with the level of job satisfaction of the Texas Public High School Principal. 1,205 Texas Public High School Principals identified by the Texas Education Agency and University Interscholastic League were mailed a three part questionnaire survey. 700 principals (or 58.09% of the entire population) returned the completed surveys. The questionnaire "Demographic Survey for Texas Public High School Principals" consisted of eight questions. The thirty-four statement "Questionnaire for Texas High School Principals" allowed principals to provide their perceptions of the roles and responsibilities for their present position as well as an ideal position. The final questionnaire, the four question "Survey of Job Satisfaction", assessed the level of job satisfaction for each principal. Hypothesis one was analyzed with a one-way ANOVA to determine if principals differed in their perceptions of their job roles and job positions. These positions included both the present job position and a more desired or ideal job position. The differences in these positions resulted in conflict. Hypothesis two utilized a point bi-serial correlation to find a significant difference in the number of satisfied and dissatisfied principals. Research questions one through three compared the responses from the surveys by the demographic variables. Significant differences for perceptions of instructional leadership and building management, job satisfaction, and conflict respectively were reported. A summary, findings, conclusions, implications, and recommendations for further study, conclude the dissertation. Findings of the study conclude that the more assistance a principal has, the less conflict the principal seems to have between the roles of instructional leader and building manager.
This study analyzes the effect of three different high school scheduling options on the delivery of biology instruction, on student achievement, and on student perceptions of their instructional activities. Participants were biology students and teachers from twelve high schools in a north Texas urban school district of 76,000. Block classes had 11 to 18 percent less instructional time than traditional classes. Texas Biology I End-of-Course Examination achievement results for 3,195 students along with student and teacher surveys provided information on instructional activities, attitudes, and individualization. Using an analysis of variance at a j i< .01 the following results were found; student achievement was significantly different for each of the scheduled comparisons groups, test score means were not statistically significant between the scheduled comparison groups for different ethnic groups, economically disadvantaged students, and magnet students. No significant differences were found between the science learning activity index for each of the scheduled groups. Student response data when disaggregrated and reaggregrated into program groups found a statistically significant higher index of science activity at a p. < .01 for magnet students when compared to both the regular and honor students. Regular program students had a significantly higher index of individualization than honors program students. Accelerated and rotating block classes were found to hold a significantly more positive attitude about their science learning conditions than did the traditional students. These data suggest that during the first two years of block scheduling, the initial impact of block scheduling, where total time for science is reduced, results in lower student achievement scores when compared to traditionally scheduled classes. Yet, block scheduled student attitudes and perceptions about science learning are significantly more positive than the traditionally scheduled students.
This study traced the development of the Equity 2000 Program in the Fort Worth Independent School District from its inception in 1990 to its sixth and final year as an exemplary program for equal access to higher education for minority and underserved youth. Program components included mathematics, counseling, staff development, academic enrichment activities, parent education and higher education linkages. Both primary and secondary sources were evaluated from the perspectives of internal and external criticism. The following conclusions were reached: 1) District policy must change if minority students are going to access algebra and geometry. 2) The lack of involvement of other curriculum areas created primarily a mathematics inservice program. 3) Required inservice was necessary to provide improved and more effective campus and district results. 4) The precollege guidance and counseling component needed integration with the mathematics component. 5) Lack of principals' involvement in the early development of the program contributed to uneven administrative support. 6) There was no definitive strategy for parental inclusion. 7) Funding sources were inadequate to fully implement all parts of the program. 8) There was limited participation of local institutions of higher education. 9) There was a lack of an ongoing, structured evaluation process to document the program's effectiveness. 10) Attitudes and perceptions of minority students and their parents about success in higher level mathematics courses can change over time. 11) The program was costly with limited documentation of the results. 12) Much of the training provided mathematics teachers and guidance counselors should be preservice instruction. The researcher made the following recommendations: conduct a historical study at each Equity site; continue the Summer Mathematics and Guidance Institutes; continue the Saturday Academy and the Algebra/Geometry Readiness Academies; provide outreach efforts to parents; provide precollege information to students and their parents; and provide related teacher and counselor preservice ...
A survey of Texas public schools was conducted to determine the state of their emergency preparedness programs with particular interest in hazard analysis, disaster experience, chain of command of responsibility, personnel training, and inter-agency cooperation. A model emergency management plan was proposed. A stratified random sample of all Texas public school districts was drawn from the twenty education service center regions and university interscholastic league district size classifications. Of the 275 districts sampled, 214 questionnaires were completed for a 78% return. The strong return justified a generalization to the entire population.
The problem addressed in this study was whether middle level schools have adopted currently held research findings with respect to organizational structure and decision making processes promoted by the work of the Carnegie Foundation and various state agencies. Purposes included determining the perceptions of principals in schools utilizing interdisciplinary teams of teachers regarding the roles of principals and teachers in decision making processes, differences in campus performance on the Texas Assessment of Academic Skills and specific demographic variables in comparison to perceptions of principals in schools not utilizing interdisciplinary teams on these same questions.
The purpose of this study was to develop a profile of Texas public school board members and to determine if there were significant differences in the profiles of board members according to sex, race, age, length of residence, length of board membership, type of community and superintendency tenure.
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.
The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to ...
This was a quantitative study designed to determine the role orientation and role behavior of school resource officers in public secondary schools in a metropolitan area of central Texas. The perception of role orientation and role behavior was assessed by two relevant groups: secondary school principals and school resource officers. Each group's perception of role orientation and role behavior was compared to determine if role conflict was an inhibiting factor in the job performance of the recently created school resource officer position. This instrument relied heavily on the work of James Telb who conducted a 1982 study involving the role perceptions of public safety officers in public institutions of higher learning as viewed by senior patrol officers and campus judicial officers. A questionnaire was distributed to both groups to assess perceptions of role orientation of school resource officers as either service oriented or law enforcement oriented. A statistically significant difference in role orientation was identified between groups on two factors: maintenance of traditional police values and police discretionary powers and handling of behavioral scenarios.
This qualitative research study investigated the role of the principal in implementing change in the professional development school (PDS). The study involved 7 elementary schools and 4 school-university collaboratives in the Texas network of 17 Centers for Professional Development and Technology (CPDTs). The research questions focused on the role, leadership, and management concerns of the PDS principal.
The purpose of this study was to investigate the effects of restructuring associated with site-based management and the change in roles of central office personnel. The study also attempted to determine if districts had a plan with definitions of responsibility and accountability in place. The study included relationships between the decentralization process of site-based management and central office personnel's perception of job satisfaction.
The impact of four basic capital project funding models for state participation was determined for the school districts in Texas. A review of the historical background for funding of capital projects and improvements by states was followed by a review of the historical background of state support for funding capital projects in the State of Texas. Additionally, the current funding models and methods of determining need were reviewed for all of the states. This historical review revealed that facility funding, like aid for maintenance and operation, has evolved with all the states at different stages.
The problem of this study was to determine the change in public support which would occur due to a public school district's going through a strategic planning process and then the implementation of specific action plans. The purpose of the study was to demonstrate that the public support necessary to assure adequate funding for the district's programs could be gained by involving the community in a broad-based planning effort and by demonstrating a concerted effort to implement the actions required by the plan.
Strategic planning practices and superintendents' opinions regarding the effectiveness of strategic planning are different among small, medium, and large Texas independent school districts. This study sought to find areas of agreement and areas of disagreement among school district superintendents relating to the practice and effectiveness of strategic planning. Strategic planning practices examined include the development of a mission statement, operating plan, and budget; involvement of stakeholders, and strategic planning logistics. A stratified random sample of 96 superintendents each from small, medium, and large school districts was selected from a population of 1,042 school districts. Data was also collected and reported from the 7 mega school districts. Questionnaires were sent to 295 superintendents and 246 (83.4%) were returned. The questionnaire contained nine questions relating to 19 strategic planning practices and a five-part question relating to the effectiveness of strategic planning. The data was analyzed using Crosstabs, Chi-square, and one-way ANOVA statistics. The level of significance was established a priori at .05. School district size was an independent variable for six strategic planning practices of small, medium, and large school districts. Significant differences were found regarding (a) whether outside consultants were employed to assist with the district's strategic planning, (b) whether central office administrators participated in the district's planning process, (c) whether a sequence of steps was followed with a time frame for each step in the district's planning process, (d) whether someone other than the superintendent was responsible for the district's planning, (e) whether school district support staff participated in the district's planning process, and (f) whether students participated in the district's planning process. Also, a significant difference was found between large school district superintendents' and small school district superintendents' ratings of the effectiveness of strategic planning for improving management effectiveness. Finally, a correlation was observed between superintendents' ratings of strategic ...
This study was designed to identify the functional competencies necessary for a missionary to plant churches in the Philippines, to identify how those competencies can be recognized in individual missionaries, and to determine the percentage of personnel who possess specific functional competencies.
Using a survey and case study formats, this study focused on the level of understanding and implementation of Title IX relating to Texas public school students. The survey focused on the degrees of principal understanding and the compliance with the statute. Additional areas of study analyzed the impact of such factors as principal gender and school level on understanding and implementation. The case study examined the degrees of implementation for a district that had experienced civil rights action and one that had not.
This study was designed to ascertain whether group achievement test data can determine special education referral accuracy. One hundred eighty-nine special education referrals from four school districts in Texas were examined. The demographics were limited to group achievement test data: grade equivalents and percentiles in the subject areas of reading, spelling, language arts, and mathematics. Also examined were referral and eligibility outcomes to special education.
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