UNT Theses and Dissertations - 128 Matching Results

Search Results

The Impact of Standards-based Report Cards on Reading Development of Primary Grade Students

Description: The purpose of this mixed-method study was to explore the instructional changes in first grade classrooms and reading progress of first grade students in relation to implementation of standards-based report cards (SBRC). The goal of this study, conducted in a suburban Texas school district, was to determine whether there was a statistically significant difference in reading progress between students enrolled in first grade classrooms in which traditional report cards were used in comparison to comparable classrooms in which SBRCs were used. Additionally, the instructional practices of teachers were examined to determine the types of changes that took place as the district moved from traditional report cards to SBRCs. A total of 709 students and 15 teachers were involved in the study. The study revealed that there was no statistically significant difference between the reading growth of students assessed in SBRC classrooms and those assessed with traditional report cards. There were, however, significant differences in instructional practices employed by teachers in SBRC classrooms. These changes in practice included instructing with a greater degree of focus on specific objectives to be taught, more closely following the district’s scope and sequence, greater communication regarding the grading criteria and methods used for reporting progress, use of the most recent achievement data when determining grades (in comparison to averaging of grades during a reporting period), and a greater awareness of students’ specific abilities.
Date: August 2013
Creator: Newell, Suzanne Payne
Partner: UNT Libraries

The Impact of Target Revenue Funding on Public School Districts in North Texas

Description: A pre–post case study was conducted to examine how target revenue funding from Texas House Bill 1 (2006) has impacted the school districts within the Texas Education Service Center Region X area. Forced by the courts, the Texas Legislature was required to fix the Texas school finance system because of a de facto statewide property tax it had created by capping school district’s maintenance & operations tax rate at $1.50. Texas Governor Rick Perry used this opportunity to reduce school district M&O taxes by one-third. The Texas Legislature passed House Bill 1 (2006), the Public School Finance and Property Tax Relief Act, in response to the courts and to address a continuous decline in state funding support for public education. The Public School Finance and Property Tax Relief Act reduced local school districts’ property tax rates and revenue with the assurance that these funds would be exchanged for state aid. Local school property taxes were reduced over two years, 2006–2007 and 2007-2008, by 33%. In order for the State of Texas to meet the state aid funding guarantee from House Bill 1 (2006), each school district was frozen to its 2005–2006 revenue per weighted student, which was called a district’s revenue target. This study examined the impact target revenue has had on these school districts by analyzing and comparing revenues and expenditures prior to and following the law’s implementation. Specifically, changes in per-student revenue, per-student expenditures, and district fund balances were assessed.
Date: May 2014
Creator: Womack, Dennis E.
Partner: UNT Libraries

Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School Setting

Description: The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study determined the ratio of the amount of variance of the scores for individuals of between-groups as opposed to the amount of variance of within-groups, indicating if there were a statistically significant difference on the scores in any one particular variable compared to the variances of scores for the other variables in this study. The statistical results indicated that there were no statistical significant differences in the scores of students attending a middle school where the teachers received a common planning time. However, there was a noted difference in the percentage ratings on the Academic Excellence Indicator System (AEIS) report published by TEA for the African American students who attended the school with the common planning time. These students had higher scores on the TAKS reading test. The TAKS math scores did not indicate any notable differences.
Date: December 2006
Creator: Smitt, Shauna M.
Partner: UNT Libraries

The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.

Description: The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and Skills, there is no difference in reading achievement between the two groups.
Date: May 2008
Creator: Givens, Toby D.
Partner: UNT Libraries

The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners.

Description: This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS™) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group ...
Access: This item is restricted to UNT Community Members. Login required if off-campus.
Date: May 2006
Creator: García, Maria G.
Partner: UNT Libraries

The Influence of National Standards for Early Childhood Programs on Selected Rural Settings of the Education Service Centers in East Texas

Description: This study addressed the current status of early childhood curriculum design and implementation in the Texas Education Service Centers Seven and Eight. No Previous research about the characteristics of the preschool programs had been completed in those areas. This research established if preschool programs were receiving priority status in East Texas. The results yielded evidence regarding the characteristics of administrators, teachers, curriculum implementation, plus parent and community involvement. The information also provided insight regarding short-term and longitudinal effects on children who have attended preschool programs. Data were collected from a search of educational literature, regional service preschool directors, administrators, and teachers. The procedure used in designing the survey and interview documents was Michael Scriven's goal-free strategy. The main sources for the questions were the National Association for the Education of Young Children and Head Start. The study first directs attention to the common characteristics of national programs/standards, then discusses the level of implementation in local rural prekindergartens. The fifteen open-ended interviews yielded concise information relevant to the population of students served and administrative beliefs on current practices. Surveys were sent to a total of all preschool administrators in the Education Service Center Regions of Seven and Eight. A 51 percent response rate was received. The results of the analysis demonstrated the direction current administrators hope early childhood will take in the areas of 1) developmentally-centered curriculum, 2) parental and community input, and 3) professional development. The administrators' commitments and focal points were correlated with the national standards. Recommendations are made that should result in an overall increase of successful prekindergarten and high school graduates.
Date: May 2000
Creator: Sanders, Mary Elizabeth
Partner: UNT Libraries

Instructional Leadership Responsibilities of Assistant Principals in Large Texas High Schools

Description: The purpose of this study was to determine the extent secondary assistant principals in large Texas high schools demonstrate behaviors consistent with what the literature describes as instructional leadership. Three hundred seventy principals and assistant principals of large Texas high schools participated in this study. The Principal Instructional Management Rating Scale (Hallinger, 1987) was used to quantify instructional leadership in 10 different job functions. The study found that (a) assistant principals perceive themselves as exhibiting instructional leadership behaviors at a high frequency, (b) principals perceive their assistant principals exhibiting instructional leadership behaviors at a high frequency, (c) the perceptions of the principals and assistant principals were similar, and (d) principals and assistant principals reported more engagement in instructional leadership responsibilities and felt more pressured over the last five years under the new accountability and rating requirements of No Child Left Behind and the state assessments. These findings suggested that the administrative roles and responsibilities in high schools should be restructured to allow assistant principals to focus on instructional leadership.
Date: May 2010
Creator: Howard-Schwind, Michelle
Partner: UNT Libraries

Leadership and sustainable change: The relationship between leadership practices of principals and reculturing schools as professional learning communities.

Description: 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.
Date: May 2009
Creator: Hill, Shannon D.
Partner: UNT Libraries

Lease Purchase Financing: The Processes and Impact on New School Construction in Texas

Description: The purpose of this study was to review and explore the concept of lease purchase financing for the construction of new facilities in Texas. It sought to determine the impact of lease purchase financing and the characteristics of those districts that have utilized lease purchase financing for the purpose of new school construction. A two pronged approach was used for the study, both quantitative and qualitative. The study examined all school districts that utilized lease purchasing and examined various traits of the districts. Data was acquired from the Texas Education Agency and the Texas Bond Review Board. The qualitative portion of the study included interviews with superintendents of nine different Texas school districts that have utilized lease purchase financing. The study concluded that lease purchase districts were generally small school districts that were property poor and have high property tax rates. The study also concluded that the major reason for districts to use lease purchase financing was to avoid having to hold an election in order to gain approval for the sale of traditional general obligation bonds. Another factor identified was the availability of state funds through the state Instructional Facility Allotment. The study also concluded that while districts sought to provide better programs for their students through better facilities, that students actually suffer due to instructional funds being used for the payment of long term debt.
Date: December 2005
Creator: Mohundro, William Randolph
Partner: UNT Libraries

A Legal Analysis of Litigation Against Mississippi Educators and School Systems Under the Mississippi Tort Claims Act

Description: This dissertation analyzes court cases involving tort claims filed against Mississippi public schools and their employees under the Mississippi Tort Claims Act. The question addressed was: How have the Mississippi courts interpreted the Mississippi Tort Claims Act in litigation against Mississippi school districts and their employees? The intent of this dissertation is to add to the understanding of the legal concept of sovereign immunity as it has been applied to public schools and their employees. This study's focus centers on litigation in the state of Mississippi involving school districts. Chapter 2 provides a historical summary of sovereign immunity (also known as governmental immunity) in the United States and the state of Mississippi up to the enactment of the Mississippi Tort Claims Act as well as an overview of general legal concepts involved in tort claims. Chapter 3 explains the research design and methodology used. This dissertation relied on legal principles of research and document analysis used in the legal profession. Chapter 4 consists of a thorough analysis of published case law brought before the Mississippi courts pertaining to the Mississippi Tort Claims Act and public school systems and their employees. Finally, chapter 5 describes the key findings of the analysis of case law involving Mississippi school districts and their employees under the Mississippi Tort Claims Act.
Date: May 2013
Creator: Kriesel-Hall, Sara B.
Partner: UNT Libraries

A Legal Analysis of Litigation Against Oklahoma Educators and School Districts under the Oklahoma Governmental Tort Claims Act

Description: This dissertation analyzed public court decisions in cases against Oklahoma school districts and their employees involving sovereign immunity claims filed under Oklahoma's Governmental Tort Claims Act. The questions addressed were: (1) How have the Oklahoma courts interpreted the Governmental Tort Claims Act, (Okla. Stat. tit. 51 § 151 et seq.) in litigation against school districts and their employees? (2) What are the limits of immunity protection for Oklahoma school districts and their employees? (3) How has the statute of limitations in Okla. Stat. tit. 51 § 156 and Okla. Stat. tit. 51 § 157 been applied to Oklahoma educators in tort litigation? This dissertation utilized legal research as the methodology to answer the research questions. Chapter II provides a review of existing literature regarding sovereign immunity in the United States. Chapter III is a comprehensive study of Oklahoma sovereign immunity cases filed against Oklahoma school districts and educators under the Governmental Tort Claims Act with regard to negligence, corporal punishment and the statute of limitations. Chapter IV discusses the findings of the analysis of cases in Oklahoma and the amount of protection afforded to Oklahoma school districts and educators.
Date: May 2010
Creator: Lacefield, Kevin Lee
Partner: UNT Libraries

Mainstream Success Following Placement in a Modified Type II Setting

Description: The topic of alternative schools is widely available in the literature; however, once a student has been labeled a "troublemaker" and has been placed in a District Alternative Education Program (DAEP), a Type II setting, there is limited information about the overall success of students upon their return to the mainstream. This study compared the success of students formerly placed in a modified disciplinary Type II setting, once they have returned to the mainstream, with their success prior to disciplinary placement. The purpose of the study was to examine if disciplinary measures that remove students from the mainstream environment negatively impact the variables that measure school success, despite legislative mandates such as No Child Left Behind, which advocates success for every student. The population for this study was 86 7th- through 11th-grade students assigned to a DAEP in Texas during the spring of 2003. A comparison of pre- and post-placement dependent variables measuring school success-attendance, passing core courses, behavioral achievement, standardized test score achievement, recidivism, and dropout rates-comprised this study. The independent variables-gender, ethnicity, grade level, socioeconomic status, and disciplinary offense-were used to compare and analyze each dependent variable. The dependent variables of attendance, passing core courses, and behavior demonstrated a decline in the measurement of school success across time. The only dependent variable that demonstrated improvement between the pre- and post-placement periods was achievement on standardized test scores. From the number of students who withdrew from the mainstream during the post-placement semesters, large recidivism and dropout rates were determined, which reflected the large percentage of students who were not successful in the district's mainstream. The comparisons of dependent variables by independent variables resulted in significance only in the analyses of attendance by grade level. This interaction was determined to be significant since p < .05. During both post-placement semesters, ...
Date: May 2005
Creator: Reeder, Richard C.
Partner: UNT Libraries

Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.

Description: The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public school district. The first research question examines the relationship between 8th grade completion of Algebra I and high school mathematics course taking patterns and college readiness. The second question evaluates the relationship between race, gender, socioeconomic status and enrollment in the Advancement Via Individual Determination (AVID) program to college math readiness and high school mathematics course completion. Participants included 841 high school graduates of the class of 2006; 76% of the graduates were White, 15% Hispanic and 7% African American. Twenty-three percent of students were economically disadvantaged and 46% of students completed Algebra I in 8th grade. Chi-square, Cramer's V, and multiple regression were conducted to evaluate possible relationships between variables. The Chi-square and Cramer's V showed statistically significant (p<.05) relationships between 8th grade algebra completion and both college readiness and high school math course completion. A significant statistical relationship was also found between college readiness and each of the independent variables, ethnicity, economic status, completion of 8th grade algebra and enrollment in AVID. The number of math courses completed in high school was statistically related to ethnicity and economic status.. The findings of this study indicate that early access to Algebra I can positively affect the number of high school math courses a student completes and the likelihood that the student will be college ready after high school graduation.
Date: August 2009
Creator: Edge, Donna L.
Partner: UNT Libraries

Networking of North and West Texas Superintendents

Description: This study examined the professional networking of North and West Texas public school superintendents. It looked at how these superintendents professionally network, use professional organizations in networking, and how they extend opportunities beyond the organizations to gain knowledge and information about their demanding and stressful responsibilities. Lastly, it looked at superintendents in the field on whom others rely for knowledge and understanding. Surveys were mailed out to 443 North and West Texas public schools. Only the superintendents from those districts were asked to complete the survey. This limitation was desired to restrict the population to only the superintendents of schools, thus focusing the study on the professional networking of only superintendents. Three hundred sixty (360) superintendents responded to the survey, a return rate of 81.3%. This research concluded that superintendents professionally network by communicating through monthly meetings, organizational conferences or meetings, or email. Their networks are facilitated through communication, contacts, location, longevity, and organizational associations. These organizations provide the superintendent's primary network contact. The number of contacts in a network is usually a small group of 5 to 9 professionals who are known from longevity in the profession, prior educational positions, similar district size, being located in or near a city, and other geographic neighbors.
Date: May 2010
Creator: Barber, Glenn E.
Partner: UNT Libraries

A New Era of Educational Assessment: the Use of Stratified Random Sampling in High Stakes Testing

Description: Although sampling techniques have been used effectively in education research and practice it is not clear how stratified random sampling techniques apply to high-stakes testing in the current educational environment. The present study focused on representative sampling as a possible means for reducing the quantity of state-administered tests in Texas public education. The purpose of this study was two-fold: (1) to determine if stratified random sampling is a viable option for reducing the number of students participating in Texas state assessments, and (2) to determine which sampling rate provides consistent estimates of the actual test results among the population of students. The study examined students’ scaled scores, percent of students passing, and student growth over a three-year period on state-mandated assessments in reading, mathematics, science, and social studies. Four sampling rates were considered (10%, 15%, 20%, & 25%) when analyzing student performance across demographic variables, including population estimates by socioeconomic status, limited English proficiency, and placement in special education classes. The data set for this study included five school districts and 68,641 students. Factorial ANOVAs were used initially to examine the effects of sampling rate on bias in reading and mathematics scores and bias in percentage of students passing these tests. Also 95% confidence intervals (CIs) and effect sizes for each model were examined to aid in the interpretation of the results. The results showed main effects for sampling rate and campus as well as a two-way interaction between these variables. The results indicated that a 20% sampling rate would closely approximate the parameter values regarding the mean TAKS reading and mathematics scale scores and the percentage of students passing these assessments. However, as population size decreases, sampling rate may have to be increased. For example, in populations with 30 or fewer students in a subgroup it is recommended that ...
Date: December 2013
Creator: Brown, Stephanie N.
Partner: UNT Libraries

Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students.

Description: At the beginning of the 21st century, few challenges for educators compared to that of meeting the academic needs of the growing number of limited English proficient (LEP) students. Divergent views on whether those needs were best met through instruction in the student's first language and English, known as bilingual education, or instruction solely in English, compounded the challenge and led to varied language support programs. The present study looked at the prekindergarten (preK) language support program as a predictor of 3rd grade reading achievement of students with the intention of helping educators understand how best to serve LEP students. The study included an analysis of 3rd grade reading achievement for four groups of students with a primary home language of Spanish who attended bilingual or ESL prekindergarten. Multivariate analysis of variance (MANOVA) followed by descriptive discriminant analysis (DDA) was used to analyze scores from the Iowa Tests of Basic Skills (ITBS) reading test and the Texas Assessment of Knowledge and Skills (TAKS) reading test. No statistically significant difference in 3rd grade reading achievement was found among the four groups at the .05 level. There was, however, a small-to-medium effect size. The MANOVA indicated that the group to which the students belonged accounted for 5.5% of the variance in their scores. The DDA revealed the ITBS explained most of the difference in the group performance. The findings suggest that ESL instruction is a viable option to bilingual instruction for LEP preK students.
Date: December 2004
Creator: Vannoy, Martha
Partner: UNT Libraries

Practices and Policies in High Schools to Prevent Educator-to-Student sexual Misconduct: A Principal's Study of Knowledge and Experiences

Description: The purpose of this study was to investigate high school policies and procedures that address educator sexual misconduct. High school principals completed an online questionnaire which addressed administrator knowledge of state and federal laws and regulations; knowledge of district policies and procedures; experience with educator sexual misconduct; training and communication available in their schools and school districts for staff, parents, and students; the policies and procedures in place in secondary schools to prevent educator sexual misconduct; and related problems that are reported to school administrators. Responses were compared by school size, community type, and Title I eligibility. The findings of the study revealed that principals feel they have knowledge of the federal and state laws and regulations, as well as the district policies and procedures. However, principals reported a lack of specific policies addressing sexual harassment and discrimination of gay, lesbian, bi-sexual, and transgender students; training for students and teachers in recognizing and responding to sexual misconduct; and sexual misconduct related to students with disabilities. In addition, most principals stated that their schools have not surveyed students to determine the extent of sexual harassment on the campus. Principals of the largest schools and the urban and suburban schools were more actively involved in educator-to-student sexual misconduct investigations.
Date: December 2010
Creator: Spain, Carolyn
Partner: UNT Libraries

Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression.

Description: The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was taking, and the semester exam grade and semester average in the course related to the test. The standards of success or passing were making a 70% or higher on the mathematics, 88% or higher on the reading, and 76% or higher on the writing portion of the exam. The higher passing standards maintained a pass/fail dichotomy and simulate the standard on the new Texas Assessment of Knowledge and Skills Exit Level Exam. The use of the algorithms can assist school staff in identifying individual students, not just groups of students, who could benefit from some type of academic intervention.
Date: August 2004
Creator: Rambo, James R.
Partner: UNT Libraries

The Predictive Value of Educational Productivity Input Variables on the Academic Success of Moderate to Large Texas High Schools.

Description: The purpose of this study was to determine the predictive value of selected input variables on the accountability rating of Texas high schools with student populations greater than or equal to 900. Specifically, this study analyzed the effect of student, staff and fiscal input variables in determining the odds of a high school in this study receiving a Low Performing, an Academically Acceptable, or a Recognized rating in the Texas public education accountability system - a system which is based in student performance on state standardized testing. Identifying a set of variables that helps predict campus accountability ratings provides campus administrators and teachers with information to improve student performance on standardized testing. Using statistical methods to determine the odds of campus ratings based on selected input variables, this study revealed that successful student remediation in mathematics is the most consistent, positive indicator of campus accountability rating out of 60 student, staff and fiscal inputs analyzed. However, the most telling aspect of this study is that inputs such as, teacher experience, teacher campus tenure, teacher degree level, student SAT performance, Advanced Placement testing performance and the percentage of low socioeconomic students were not statistically significant. The wider implications of these findings warrant further research into why these variables seem to have no affect on campus accountability rating.
Date: December 2008
Creator: Waldrip, Michael R.
Partner: UNT Libraries

The Preparedness for Emergency Conditions of Public Schools in Texas

Description: 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.
Date: August 1994
Creator: Warlick, James S.
Partner: UNT Libraries

Principals' Leadership Beliefs: Are Personal and Environmental Influences Related to Self-Efficacy?

Description: The purpose of this study was to determine if there was a relationship between principal self-efficacy and personal characteristics, school conditions, and professional preparation among a selected group of Texas, public school principals. The survey instrument included the Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Garies in 2004, and other items. The survey instrument was electronically distributed to a random sample of 965 Texas, public school principals. From that population, 289 principals completed the survey for a response rate of 30%. Statistical Package for the Social Sciences (SPSS) was used for the analyses which included descriptive statistics, correlations, and analysis of variance. Additionally, factor analysis and reliability were calculated for the PSES. The factor structure and reliability found in this study closely mirrored the results of earlier investigations, providing further support for the reliability and validity of the PSES. Out of 12 variables examined in relation to principal self-efficacy, a statistically significant relationship was found for gender, years of teaching experience, level, SES, parental involvement, and student discipline. However, all six of the statistically significant variables had a small effect size indicating limited practical significance. The results of this study support the need for continued research of principal self-efficacy beliefs. Principal self-efficacy research may help explain the relationships between effective principals and effective schools.
Date: December 2008
Creator: Nye, Gary D.
Partner: UNT Libraries

Principals' Perceptions of Organizational Practices and Decision Making Roles in Middle Level Schools

Description: 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.
Date: August 1994
Creator: Evans, Leslie P. (Leslie Paul), 1954-
Partner: UNT Libraries

A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled

Description: 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.
Date: December 1994
Creator: Hastings, Cloyd L. (Cloyd Lee)
Partner: UNT Libraries

The Reading Together™ cross-age tutoring program and its effects on the English language proficiency and reading achievement of English language learners.

Description: This dissertation provides research and data based on a study of cross-age tutoring and its effects on English language proficiency and English reading achievement of English language learners. The subjects for the study included native Spanish-speakers enrolled in third-grade bilingual classrooms in four elementary schools. The research study focused on the implementation of Reading Together™, a cross-age tutoring program published by The Learning Together Company. The 30-session tutoring program is designed to help English-speaking students progress from decoding words to reading with fluency and comprehension through older students tutoring younger students in a one-to-one setting. This highly structured program is used to provide supplemental instruction to second and/or third-grade students. This study utilized a quantitative approach to compare the results of English language learners who participated in the Reading Together cross-age tutoring program and English language learners who did not participate in the program. A quasi-experimental design was used in the research study. In this design, the treatment group and the control group were selected using specific criteria. Both groups took a pretest and posttest, but only the treatment group received the intervention. The study also determined if there was a relationship between initial language levels and reading gains. The study concluded the following: 1. Cross-age tutoring might possibly be an effective instructional strategy to assist English language learners in improving their oral language proficiency in English. 2. Even though third-grade participants in the cross-age tutoring program did not demonstrate significantly different reading levels from students not participating in the program, cross-age tutoring may still be an instructional strategy to be used with English language learners to assist them in second language reading. 3. Students' initial English oral language proficiency level does correlate to the students' English reading level.
Date: December 2004
Creator: Jennings, Cheryl
Partner: UNT Libraries