UNT Libraries - Browse


A Chronological Study of Experiential Education in the American History Museum

Description: This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, examples of experiential learning, and multicultural activities are detailed. Then findings are discussed by patterns of delivery: sensory experiences, actions as diversion and performance, outreach of traveling trunks and of organized activity, crafts as handwork and as skills, role-playing, simulation, hands-on museum work, and minor patterns. The decline of involvement of citizens in the civic and cultural life of the community has adversely affected history museums. Experiential learning can stop this trend and transform museum work, as open-air museums and the National Park Service have demonstrated. In the future history museums may include technology, a more diverse audience, and adults ...
Date: December 2007
Creator: Cook, Bettye Alexander

Elementary Teacher Attrition and Factors of Organizational Climate

Description: As the United States faces a critical teacher shortage, it is important to examine all factors that may contribute to the revolving door of teacher attrition. This study explored the climate of elementary schools to determine if there was a correlation between teacher attrition and school organizational climate. Three basic research questions were addressed: 1) Is there a relationship between school organizational climate and teacher attrition? 2) Is a change in campus leadership related to school organizational climate? 3) Is there a relationship between a change in campus leadership and teacher attrition? Thirty-seven elementary schools were examined in terms of their individual teacher attrition rates and their climate survey scores. The data utilized in this study came from one school district's climate survey and teacher attrition rates for the 2000-2001 school year. The findings of this study indicate that factors of organizational climate may predict teacher attrition rates. Specifically, instructiona support may be related to teacher attrition. Major components of instructional support include principal behaviors, respect for teaching and learning, and communication with administrators. Teacher attrition was not related to principal experience. Also, principal experience was not related to factors of school organizational climate.
Access: This item is restricted to the UNT Community Members at a UNT Libraries Location.
Date: May 2003
Creator: Cotten, Virginia E.

Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation

Description: The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.
Date: December 2002
Creator: Cowan, Charisse L.

A Comparative Analysis of the Effects of Video-Based versus Live Presentation Staff Development on Teachers' Cognitive Learning and Attitudes

Description: The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used in the study: 1) The Teacher Staff Development Questionnaire, a Likert-type survey to obtain teacher attitudes toward staff development, and 2) The Cognitive Test of Reading Knowledge, an instrument designed to measure cognitive objectives of the district's reading program. A multivariate analysis of covariance revealed no statistically significant differences between the groups. It was concluded that elementary classroom teachers, regardless of their attitudes toward staff development, learn content material equally well with either of the two delivery systems explored in this study. Specific suggestions and recommendations for further studies are addressed and discussed. Examples of the measurement instruments are included.
Date: December 1995
Creator: Cox, Alan R. (Alan Ray)

In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy

Description: The purpose of the study is to describe the current status of and the relationships between teacher self-efficacy and in-service teachers’ perceptions and/or attitudes of (a) the quantity and quality of feedback from formative evaluation, (b) toward feedback from formative evaluation, and (c) the impact of feedback from formative evaluation on teacher self-efficacy. In addition to calculating correlation coefficients, 6 teachers were interviewed – 2 each from high, medium, and low efficacy schools. The quantitative data reported low, positive correlations between all of the factors. Statistically significant correlations were found between 8 of the 12 factors including teacher attitudes toward feedback from formative evaluation and: overall Teacher Sense of Efficacy Scale (r = .302), student engagement (r = .309), instructional strategies (r = .237) and classroom management (r =.266). Other statistically significant correlations were found between teacher perceptions of the impact of feedback from formative evaluation and its relationship to self-efficacy and: overall Teachers’ Sense of Efficacy Scale (r = .295), Student Engagement (r = .300), Instructional Strategies (r = .209), and Classroom Management (r = .282). The face-to-face interviews and online focus group supported the quantitative findings as the participants reported that they value formative evaluation and feedback and deem it a necessary component of professional growth. Participants felt that they would benefit from an increased number of formative evaluations followed by specific, frequent and positive feedback. The participants indicated that their self-efficacy was not negatively impacted by infrequent observations and/or feedback that lacks detail.
Date: December 2014
Creator: Curran, Chaney L.

Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School

Description: This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the themes that arose from research questions one and two: what are teachers' perceptions of the academic problems facing (ELL) students as they enter the mainstream classroom? What instructional practices do regular teachers use to meet the academic needs of students? Part two presents the students' perceptions and addresses the findings from research questions three and four: what are (ELL) students' perceptions of the academic challenges facing them in the mainstream classroom? What are the ELL students' perceptions of the instructional practices used by mainstream teachers to meet their academic needs? Part three addresses the fifth research question that guided this ...
Date: December 2002
Creator: Curtin, Ellen Mary

The Effect of Parent Involvement Training on the Achievement of Hispanic Students

Description: The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.
Date: December 1993
Creator: Davis, Lori Anne Jancuska

Intentions and Implementation of the Professional Development and Appraisal System in Texas

Description: The purpose of this study was to describe the intentions of the designers of the Professional Development and Appraisal System (PDAS) in Texas and the perceptions of teachers regarding its implementation. Information for the study was gathered in two phases using two methodologies. The first was a semi-structured interview with four expert informants instrumental in the design and implementation of the PDAS at the state level. The second component of the study was conducted with teachers using a 37-item Likert survey. The population for this phase of the study was 150 elementary and 150 secondary teachers chosen randomly from three school districts in North Central Texas. The districts were selected to represent a variety of sizes in regard to student population and represent diverse student population characteristics and socioeconomic levels. Data from the semi-structured interviews and the returned surveys were analyzed to determine the designers' intentions and areas of emphasis and to describe the alignment the teachers' perceptions and the designers' intentions. Quantitative data gathered from the surveys were analyzed using descriptive statistics as well as a correlation and function analysis and analysis based on a Cronbach alpha coefficient. The analysis of data revealed the following: 1. Teachers perceived that the implementation of the PDAS has a high level of effect in the areas of learner-centered instruction; classroom management; support for all students; the professional growth of teachers; communication; learning application; and, TAAS improvement. 2. Teachers' perceptions were not affected by years of experience. 3. Teachers' perceptions were not affected by their field of instruction. One implication of this study is that the final design represents the intentions of designers, although the area of student achievement is not weighted as heavily in teachers' evaluations as was originally intended. Furthermore, education leaders in Texas may conclude that teachers perceive a high ...
Date: December 2000
Creator: Davis-Frost, Diane

Photographic metaphors: A multiple case study of second language teachers' experiences using the acquisition model.

Description: The purpose of this study was to examine and document second language teachers' perceptions of their implementation of a meaning-making approach, known as the Acquisition Model, to second language instruction. Of particular focus were the concerns and strategies the second language teachers experienced when changing their pedagogical practice from mechanical to meaning making. The main research question, which guided this study, was: "What is the 'lived experience' of L2 teachers as they implement an innovative pedagogy to teach a second language?" The researcher addressed this research question through Max van Manen's (1990) six step phenomenological method, "Researching Lived Experience" and image-based research techniques (i.e., photo elicitation and reflexive photography). In addition, the researcher also created and applied an innovative data collection technique, which she called Collaborative Imagery. Findings from this study generated various implications in the areas of second language education, curricular change, teacher reflection, image-based research, and educational research.
Access: This item is restricted to UNT Community Members. Login required if off-campus.
Date: May 2006
Creator: DeLaCruz-Raub, Jeanne Marie

A multi-state political process analysis of the anti-testing movement.

Description: I applied McAdam's political process model for social movement analysis to examine the level of collective resistance to high stakes testing in California, Massachusetts, New York, South Carolina, and Texas from 1985 to 2005. Data on protest occurrences in those states were gathered from online news reports, anti-testing organization websites, and electronic interviews from individuals associated with the anti-testing movement. Variables used in the analysis included each state's key educational accountability legislation, political affiliations of state political leaders, state political leaders' support of accountability issues, student ethnicity profiles, poverty indicators, dropout rates, and collective bargaining laws. I examined the relationship between those variables and protest development in terms of the political process model's three components: framing processes, mobilizing structures, and political opportunity. I concluded California and Massachusetts, with their strong networks of anti-testing organizations, showed more instances of protest than any other state. Slightly fewer protests occurred in New York. Texas showed few instances of anti-testing protests and there were no reports of protests in South Carolina. There was evidence of framing efforts from both proponents and opponents of high-stakes testing, with proponents' framing efforts tending to be more covert. I found that anti-testing protests were primarily initiated by middle-class and affluent groups of citizens, who demonstrated greater political access but whose major concerns differed by state. Evidence showed that although all five states have Republican governors, protests emerged more readily in the three states whose legislatures had a Democratic majority. I found that protest efforts were inhibited when protesters faced serious consequences as a result of their actions. In addition, state political leaders began to take part in the anti-testing protest movement once the state became subject to sanctions under the strict performance requirements imposed by No Child Left Behind. Overall, the political process model proved to be a ...
Date: December 2006
Creator: DeMerle, Carol

The Impact of Collegial-Teaming on High-School and University Instructors: A Descriptive Multi-Case Study

Description: This descriptive multi-case study systematically explored the team teaching relationship between a secondary teacher and a university faculty member. Multiple interviews, classroom observations, and analysis of available data provided insights into the interactions of these particular collegial-teams, drawn together for the purpose of providing rigorous STEM curriculum to high-ability students during a three-week residential program. Data revealed that successful collaboration can be described by the emergent themes of reciprocity, respect, flexibility, and time. It appears that an active interchange, or reciprocity, and mutual respect between partners during curriculum/lesson/unit planning, instructional delivery, and assessment facilitate effective collaborative instruction. Findings further revealed that instructors expressed an overall positive experience with collegial-teaming; one that has been valuable to them as professionals. The university instructors reported acquiring and improving upon their own pedagogical skills, while the high-school instructors reported gains in terms of obtaining in-depth content knowledge. The partnership also assisted in bridging insights between the secondary and college arenas in terms of content and academic expectations at both levels. The overall experience provided professional growth and development that would not have occurred without the unique pairing of a high-school instructor and a university faculty member.
Date: December 2011
Creator: Dearman, Christina T.

Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores.

Description: This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the Biology End Of Course (EOC) exams were analyzed using ANCOVA, Chi Square, and Logistic Regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant difference between the two groups. The effects of inquiry-based professional development may not be determined by analyzing the results of the standardized tests currently being used in Texas. Inquiry training may make a difference, but because of factors such as the ceiling effect, insufficient time to implement the program, and test items that are intended to but do not address critical thinking skills, the TAAS and EOC tests may not accurately assess effects of the Inquiry Institute. The results of this study did indicate the best predictor of student mastery for the 8th grade science TAAS and Biology EOC may ...
Date: December 2002
Creator: Dickson, Teresa K.

The Transfer and Sustainability of a School-Wide Writing Program: Year 2.

Description: Writing is an important life skill that all students need in order to succeed in today's society. However, proficient writing skills develop over time, requiring years of quality instruction combined with motivation, encouragement, and lots of practice. School-wide writing is an approach that provides specific writing instruction in a consistent manner across all grade levels, allowing students to develop increasingly complex writing skills and strategies over time. Implementation of programs, such as school-wide writing, requires teachers to transfer new understandings and skills from the training room to the classroom as well as efforts to sustain the program over time. This multiple case study examines the characteristics of an elementary school-wide writing program that was introduced in the field by local teachers and transferred five years later to another school in the same district. The study also examines factors affecting the transfer and sustainability of the program during the second year of implementation. Findings from the study indicate that the elements of school-wide writing transferred from School 1 to School 2 at a low road level of transfer. Factors affecting transfer included inquiry, ongoing training, support systems, authentic writing experiences, and time. Factors contributing to sustainability included ongoing support, accountability, communication, positive feelings, time, and individuality.
Date: August 2010
Creator: Dickson, Violet Myers

An Analysis of Changes in Perceptions of Certified Athletic Trainers from 1996 to 2006 on the Women in Athletic Training Survey

Description: This study investigates how perceptions vary in athletic trainers regarding issues pertaining to women in the profession. Subjects included 1500 male and 1500 female certified athletic trainers who responded to 44 demographic and perceptions survey items used to determine whether perceptions were different based on the respondent's gender. Results were compared to a previously disseminated survey in 1996 to also determine if perceptions had changed from 10 years earlier. Results regarding the presentation of awards and the attainment of leadership positions in the organization were also compared to actual data collected. The data suggested that males perceptions had not changed, but females' perceptions had changed, in that females perceived that opportunities had improved. Data regarding the number of females who had ascended to leadership positions or had received awards did not support these perceptions, however, and female athletic trainers continue to struggle to obtain equality in both of these areas. Additionally, homosocial reproduction continues to influence the decreased number of women who are hired into various jobs, or advance into leadership positions, maintaining patriarchy in the athletics arena and in the athletic training organizations. Results suggested that because athletic training has been dominated by men since its inception, patriarchy continues to influence the lack of ascension of women into leadership positions and awards recognition. Many women are choosing to leave the profession due to the gender role pressure that they can not sustain a career in athletic training and raise a family. Men's professional sports continue to reject the concept of hiring women to serve as athletic trainers with their athletes, which also continues to preserve a patriarchal environment.
Date: May 2007
Creator: Dieringer, Katherine I.

Texas Teacher Education Reform of 1992: An Analysis of Events, Processes, and Results

Description: This was a qualitative study designed to document the historical process which brought about a performance-centered accountability (or results-based) system in educator preparation in Texas as reflected in the documents of the first 17 institutions approved under the new approval process for educator preparation. The study will also serve as a historical record which used the change process in political systems to analyze the adoption of the Accountability System for Educator Preparation (ASEP). Additionally, the study provided a thorough review of the literature on Michael Fullan's Change Process Model and David Easton's Political Systems Model.
Date: May 1997
Creator: Dixon, Marva T. (Marva Thomas)

The relationship of teacher efficacy to teacher concerns and job-embedded professional development.

Description: As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1979) revealed a strong focus on stage 0, awareness, concerns and no statistically significant gain in teacher efficacy as teachers engaged in job-embedded professional learning. Qualitative data were gathered through Levels of Use Focused Interviews (Loucks, Newlove, & Hall, 1975) and revealed more teacher involvement with the innovation than quantitative data suggested. Further investigation into the inconsistencies between dominance of teacher concerns and perceptions of levels of use is warranted.
Date: August 2008
Creator: Doughney, John F.

Phasing Out Basic Classes: Patterns of Response to an Administrative Mandate

Description: The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.
Date: August 1994
Creator: Dugger, Harry Neil

The significance of supportive structure in improving student achievement in knowledge of the history of the Christian church in a Kenyan Bible college.

Description: The problem of this study was to determine whether Kenyan Bible college students who receive instruction using a modified (highly structured) mastery learning model will demonstrate greater achievement in knowledge of Christian Church history as compared to Kenyan Bible college students who receive instruction using a traditional (minimally structured) non-mastery learning model. The subjects were 17 second-year Kenyan Bible college students enrolled in a course on Christian Church history, and they were randomly assigned to the two treatment conditions. The researcher served as instructor for both groups. The experimental group used a textbook, detailed syllabus, 200 page study guide (featuring an advance organizer to provide an ideational scaffolding), and a lesson-development feature (providing an enabling objective, congruent questions, and informative feedback for each lesson segment). The control group used a textbook and a less-detailed syllabus. Both groups shared the same classroom lectures, class discussions, required assignments, examinations, and review of examination items. Five tests of Christian church history were administered, including a pretest, three unit tests, and a comprehensive course examination. Test data were analyzed using a 2 x 5 (treatment x testing occasion) repeated measures analysis of variance (RM ANOVA). The percentage of students performing at mastery level (80% correct) on each test was also calculated. Results indicated that, from the second unit test to the comprehensive examination, the modified mastery learning group achieved slightly but consistently higher mean percentage correct scores than the traditional group, but there was no significant main effect for treatment. In contrast, the main effect for testing occasion did reach statistical significance. Across the five test occasions, 8% to 51% more students in the modified mastery learning group attained mastery level as compared to the traditional learning group.
Access: This item is restricted to UNT Community Members. Login required if off-campus.
Date: May 2004
Creator: Duncan, David D.

An exploration of the relationships among teacher efficacy, collective teacher efficacy, and teacher demographic characteristics in conservative Christian schools.

Description: The purpose of this study was to determine whether teachers' perceptions of self-efficacy and collective teacher efficacy are interrelated and how these two constructs may be impacted by teacher demographic characteristics, such as educational level, grade level taught, and number of years of teaching experience. This study focused entirely on the interrelationships of teacher efficacy and collective teacher efficacy in three suburban, conservative Christian schools in north Texas. Specifically, the demographic characteristics of age, gender, ethnicity, particular school campus, number of years teaching, number of years teaching at the current school, highest degree received, type of teacher certification, certification grade level and subject area, grade level taught, and particular subject taught were studied for the non-random, convenience sample of 216 kindergarten through twelfth grade teachers. A correlational analysis of teacher efficacy and collective teacher efficacy yielded a Pearson r of .35 at a statistically significant level (p < .01); combining these two variables with teacher demographic variables in multiple regression analyses confirmed the relationship between teachers' perceptions of teacher efficacy and collective efficacy at a statistically significant level (p < .001). A review of the squared structure coefficients in the first multiple regression analysis (R2 = .284, p < .001) showed that individual teachers' perceptions of collective teacher efficacy explained the largest amount (43%) of the variance in teacher efficacy, followed by years of teaching experience (17%) and number of years of teaching at the current school (14%). A review of the squared structure coefficients in the second multiple regression analysis (R2 = .395, p < .001) indicated that individual teachers' perceptions of teacher efficacy explained the largest amount of variance in collective teacher efficacy (31%), followed the elementary teacher variable (22%) and particular school (19%).
Date: August 2006
Creator: Egger, Karen J.

Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.

Description: The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies exams. This quasi-experimental study examines the scores to learn whether or not any statistically significant differences in social studies scores would exist between the schools that participated in the TEKS/Tools Training Program and the schools that did not participate in the TEKS/Tools Training Program. The two primary at-risk groups in Texas, Hispanic and low SES, were analyzed for statistically significant differences in scores. Independent t tests and ANCOVA were used to analyze the score differences between program schools and non-program schools. Results relate to individual school staffing and implementation. The at-risk groups remained flat in score gains whether they were part of the program schools or not. Results relate to differences in learning and teaching for at risk groups. A separate trend analysis was used on the program target school which was the only school with three years of scores to determine improvement from grade 9 to 10 to 11 on the social studies TAKS test scores. Results from the repeated measures analysis indicated a statistically significant linear trend in the program target school's TAKS social studies mean gain scores across the 9th, 10th, and 11th grade levels.
Date: May 2006
Creator: Evans, Barbara Anne

Funds of Knowledge in a Hispanic Household: a Case Study of Family Experiences, Values, and Connections to Education

Description: Traditionally, the field of education has often adopted a negative perspective in their views of minority families’ contributions to the educational progress of their children. However, research embodying the theoretical framework of ‘funds of knowledge’ attempts to counter that model through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, and cultural contexts. Teachers carry out studies of familial funds of knowledge in order to understand how family experiences shape the knowledge that a child brings to the classroom. There is then, the potential to use that body of knowledge to create meaningful learning experiences that connect prior understanding and experiences to classroom practice. This research served as a case study of the funds of knowledge existing in the home of a Hispanic family and the connections that existed between that knowledge and literacy. The results indicated that the family possessed extensive funds of knowledge that developed through their historical, cultural, and social experiences. They often used family networks, as well as formal and informal literacy experiences to share this knowledge with their children. A key component of the literacy value system that they communicated resulted from a desire to maintain aspects of their culture and heritage through maintaining and improving their children’s reading and linguistic abilities in Spanish. Furthermore, along with their emphasis on Spanish literacy, they held aspirations for their children related to familial and educational values that often stemmed from their expressed desire for their children to lead lives with greater opportunities and positive examples than they had experienced.
Date: December 2013
Creator: Feild, Kelly A.

Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices

Description: Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation program. Teachers were in the first or second years of teaching mathematics in six different secondary settings, ranging from poverty to wealthy schools. CBAM assumptions were tested. The primary assumption about concerns was that new teachers’ highest concerns would be within the self and task dimensions. According to Hall and Hord, it was assumed that the levels of use are typically in the orientation and preparation stages as a new teacher begins to implement an innovation, in the case of this study, inquiry-based instruction. All three instruments of the CBAM model were used for data collection and included: the Survey of Concerns Questionnaire, Innovation Components Configuration Map, and Levels of Use matrix. Teachers were observed, interviewed, and surveyed, three times each, across a five-month period. The findings from this study showed that the teachers had similar concerns and levels of use, which supported the assumptions outlined by the CBAM principles. Across the six teachers, the self and task concerns were high, aligning with the assumptions. However, unrelated and impact dimensions were noted, in opposition to the assumption. Likewise, assumptions of the levels of use were upheld in the orientation and preparation levels of use noted in the observations. Some mechanical levels of use were observed for a few of the teachers, an anomaly to the assumption.
Date: May 2015
Creator: Fields, Melanie

A Survey of Young Writers' Conferences in School Districts in the State of Texas

Description: This study describes young writers' conferences in school districts in the state of Texas. The study proposed: (a) to describe the characteristics of young writers' conferences; (b) to determine how young writers' conferences were created and implemented; (c) to identify the purpose of writing conferences; (d) to identify the population served; (e) to describe the unique contribution of conferences; (e) to determine the perceived value of conferences to school district personnel. A 26 item survey was developed and distributed to 133 Texas school districts. One hundred percent of the districts responded to the survey or telephone interview Data was collected from the ten districts that provided young writers' conferences for young writers during the 1994-95 school year. Eighty percent of the school administrators surveyed rated their program as very beneficial for young writers. Twenty percent rated their program at the second highest rating, or beneficial. All of the districts reported that as a result of the workshop, writing has become more important in the districts. In addition, the majority of the districts reported that parents are more aware of the importance of writing and that teacher attitudes toward writing have improved as a result of participation in the workshop Districts also reported that students have a more positive attitude toward writing and are more interested in writing after having attended the workshop. It can be concluded from the study that students in grades nine through twelve were largely undeserved by the districts in the sample. Therefore, the researcher suggests that districts serve this population in future conferences. The researcher also recommends that a democratic process be established that would maximize the number of participants attending young writers' conferences in each district. Information obtained from the study can inform educational policy makers, educators, parents and citizens about young writers' conferences and ...
Date: May 1996
Creator: Garrett, Sandra E. Renfro