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Academic Reading Online: Digital Reading Strategies of Graduate-level English Language Learners: English language learners (ELLs) face many linguistic and cultural challenges in their attempts to succeed academically. They encounter complex academic text, which is increasingly presented online. Although some research has addressed the challenges that university-level ELLs face when reading online texts, almost all of this prior work has focused on undergraduates. The purpose of the current study was to investigate the reading strategies employed by graduate-level ELLs when reading an academic English text online. Participating in the study were four foreign-born doctoral students from different first-language backgrounds—Arabic, Korean, Urdu, and Vietnamese—and the focus was on commonalities as well as differences among them. All four were enrolled in the same doctoral-level course, which included the reading of a specific online academic article as a course requirement. When reading this text individually, each student participated in a think-aloud procedure, followed by post-reading and discourse-based interviews. Analyses included unitizing data from the think-aloud protocols, coding units for strategies employed, and considering related interview commentary and classroom contributions. In their reading, these students made major use of problem-solving strategies, especially reading segments aloud and questioning. They also employed evaluative strategies as well as metacognitive strategies, which included affirming their understanding or indicating lack of understanding. With respect to global strategies, all made use of the article’s abstract and used the cursor to scroll forward to preview the article. In contrast to previous research with undergraduates, these students made little use of support strategies that involved translation websites. Instead, their major support strategies were navigating to web-based tools, particularly online encyclopedias in English. Despite prior theory and research suggesting the importance of sociorhetorical strategies in academic reading, only one student directed much attention to the authors of the article and to authorial intent. Although all four participants were students in the same doctoral course and …
Accomplished Teachers' Instructional Decisions About Shakespeare: Teachers' decisions are a powerful influence on student learning and it is important to fully document accomplished teachers' instructional decisions, as well as to investigate possible influences on those decisions. Shakespearean dramas are central to high school curricula across the U.S. and pose particular instructional challenges, therefore teachers' decisions about teaching these texts are of particular interest. There is limited empirical research, however, about these instructional decisions. Thus, the purpose of this study was to describe how four accomplished high school English teachers working on a single campus make instructional decisions about teaching a Shakespearean play. Specifically, research questions addressed teachers' decisions regarding the teaching of a Shakespearean play and various influences on those decisions (self-reports and inferences from the data). Case study methodology was used, including an inductive analysis of individual teacher interviews, classroom observations, focus group, instructional artifacts, and researcher's journal. The findings revealed that instructional activities described by these teachers addressed support for meaning-making during four stages of reading instruction: (a) before, during, and after; (b) before; (c) during; and (d) after. Comparison of these cases suggests that, although each teacher brings personal preferences and unique background knowledge to her instructional decisions, all make decisions to promote student engagement and student construction of meaning. Regarding influences on these teachers' decisions about teaching the Shakespearean play, four categories were identified: (a) response to students; (b) aspects of the text; (c) response to contextual constraints and supports; and (d) personal preferences and background experiences. Individual teacher differences are clearly a strong influence, even among this group of colleagues on the same campus. Also, two influences not reported explicitly by the teachers suggest a complex integration of these influences. One is their intuitive thinking, which deserves a closer investigation in future research. The other proposes that each teacher's decisions are …
Accreditation Facilitation Projects: Supporting High Quality Early Childhood Education and Care: High-quality early childhood education and care (ECEC) are linked to positive developmental outcomes for children. Systems have been created to define, measure and promote high-quality ECEC. National accreditation status is deemed the gold standard of a high-quality program, yet many centers are unable to achieve this without assistance. With the help of Accreditation Facilitation Projects (AFPs), many low-income centers are able to achieve accreditation. Centers collaborating with an AFP reap many benefits including financial support, ongoing training and mentoring, and guidance through the accreditation process. AFPs invest greatly in the centers they collaborate with and the longer the center takes to achieve accreditation, the more resources an AFP must expend. The purposes of this study were to understand if the educational level of center director, the total enrollment of a center, or the percentage of children receiving government subsidies could predict the time it takes for a center to complete the accreditation process while receiving assistance from an AFP, and to determine if there are differences in attitudes about program accreditation between center directors and early learning specialists who serve as accreditation mentors to the directors. Findings revealed that a) the higher educational level of program directors is associated with a quicker time to program accreditation, b) both the total enrollment of the center and the percentage of children receiving government subsidies do not predict time to accreditation, c) the number of total staff in a center is associated with a quicker time to accreditation, and d) there is no significant difference between the directors' attitudes and early learning specialists' attitudes toward accreditation and accreditation facilitation projects. AFPs looking to streamline their accreditation process and provide accountability to their stakeholders regarding their investments over time can use these findings to choose to collaborate with centers that have directors who have …
Actions Taken by Texas School Districts to Prevent Fraud: This research is a descriptive analysis answering the question, what measures are currently taken by the leadership―boards of trustees and superintendents of schools―of Texas school districts to prevent embezzlement? The research perspective utilized was quantitative with a descriptive, cross-sectional design. Data collection was accomplished through a survey with questions constructed from the most commonly recommended strategies discovered through the review of literature. The survey was distributed to the 1031 superintendents of school districts in Texas via email. The response rate was 33% or 339 returned surveys. The data set created concentrates on the four most common preventive measures: policy and procedure, management, auditing, and ethics. These measures are considered as they function to interrupt the principles of the fraud triangle. Comparisons were completed regarding region, district size, superintendent tenure and superintendent experience. Policy adoption was found to be extremely widespread. Procedures written to fully implement policy were less prevalent. Review of management practices found problems concerning credit cards, personnel evaluations, and password access to multiple computer finance recordkeeping systems concentrated in one employee. External auditing programs were universal due to statutory mandate but internal auditors and internal audit committees were few. Ethics training for business office personnel existed but with little consistent application across districts. The adoption of a code of ethics for business office personnel was rare. Recommendations made were that school leaders should be educated concerning appropriate actions in the common prevention areas. They need an to understand the importance of internal auditing, know the language in local policy, and they need to write procedures.
Adequacy and Equity: How the Texas Supreme Court's Perceptions Have Changed Over the Past 50 Years: The purpose of this study identifies state court cases involving public school finance specifically related to adequacy and equity in funding. Results address how state court cases have challenged the constitutionality of school finance in the United States, including Texas, over the last 50 years. The study further shows how the decisions from previous cases have influenced the Supreme Court of Texas decision in the Texas Taxpayer & Student Fairness litigation.
An Analysis of a Major State and a Small Local Newspaper Reporting on Public Education in the Years 1988 and 1993: 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 …
An Analysis of a Title I Inclusive Middle School Program in Texas over a Three Year Period: A Case Study: The purpose of this study was to describe a Title I inclusion program in a north Texas middle school, to evaluate the degree of its success as a high achieving program, and to analyze how closely it met the requirements of the Improving America's Schools Act of 1994. Data were collected from the learning facilitators and teachers at the middle school with the permission of the school district. This study began with extensive research on the nature of adolescents and the beliefs and characteristics of high achieving middle schools. It addressed the steps which were recommended in the literature to improve middle schools and benefit students that are at-risk of failing to master the curriculum at their grade level. The researcher concluded by reporting effective strategies being used in middle school at-risk programs. These are strategies noted by experts as successful in identified programs. The population for this study was seventh and eighth grade Title I students who attended middle school during the 1992-1993, 1993-1994, 1994-1995 and 1995-1996 school years. The data collected by the researcher are presented in two parts: the description of the Title I inclusion program; and the results of the Texas Assessment of Academic Skills tests in reading and math, the Shaw-Hiehle Math Tests, and the Gates-MacGinitie Reading Tests. Findings from this study suggest that the program met the requirements of a Title I program established by the federal government. The test scores for the middle school improved during the three years of the program. The Title I inclusion program met the requirements of the Improving America's Schools Act. Finally, the Title I students were successful working in classrooms with other students on challenging curriculum which met the State's content and performance standards. These findings have implications for other middle schools who are developing Title I …
An Analysis of Changes in Perceptions of Certified Athletic Trainers from 1996 to 2006 on the Women in Athletic Training Survey: 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.
Analysis of Factors for Successful State-Level Support of Low-Performing Schools: This study provides a qualitative look at Texas' Professional Service Providers' (PSPs) strategies for supporting low-performing schools. Four PSPs were selected for participation based on the number of schools they helped exit the Texas Title I School Improvement Program from 2007-2012. Data collected and analyzed included provider and principal interviews, providers' progress reports documenting services, and principals' evaluations of provider services. Results indicated key support strategies in two of four cases were supporting and mentoring/coaching while communicating and building trust were important in the other two cases. Communicating, reviewing information, and planning were important across all cases. The quality indicators aligning with the PSPs' strategies were fit, comprehensiveness, and coherence. They were also the most common across all cases. Finally, analysis of the evaluation of provider services revealed PSP-1 with the highest ratings, followed by PSP-2, PSP-3, and PSP-4 respectively. The findings suggest, first, that PSP support has a dual nature. Contextual support was provided based on the campus leaderships' skills and requests. PSPs also ensured coherence among the strategies of all stakeholders. Secondly, a hierarchy of quality service indicators aligned to the PSPs' strategies: fit, comprehensiveness, and coherence. Finally relationships are vital to a successful provider-campus relationship. The findings have implications for PSP selection, professional development, and evaluation.
An Analysis of Legal Liability of Virginia Educators and School Systems: The doctrine of sovereign immunity in the Commonwealth of Virginia has evolved over time and the redefinition of the doctrine has been subjected to the interpretation by courts involving cases with varied facts and circumstances that have challenged the boundaries and flexibility of this legal concept. Determining the protection that a state agent was entitled to was the guiding principle in case law regarding sovereign immunity; however, understanding the purpose and intent of the doctrine of sovereign immunity was critical to determining the boundaries and criteria of the doctrine of immunity. In this dissertation, the researcher analyzed tort law as it applied to educators and public-school districts through the Virginia court system under common law and the Virginia Tort Claims Act (VTCA, 1981). The case analysis provided an overview of lawsuits heard and decisions rendered in negligence cases brought against educators and educational entities prior to and after the enactment of the Virginia Tort Claims Act in 1981.
An Analysis of Litigation against Kansas Educators and School Districts under the Kansas Tort Claims Act: This dissertation examines the significance of the Kansas Tort Claims Act of 1979 on state of Kansas court decisions in litigation against Kansas school districts and their employees. Through providing a historical perspective of the adoption and abolishment of the doctrine of sovereign immunity in the United States, which subsequently led to the enactment of the Federal Tort Claims Act, and ultimately led to the Kansas Tort Claims Act, the researcher analyzes pertinent case law and scholarly commentary pertaining to school negligence litigation. The goal of the analysis is to answer the following research question: How have Kansas state courts interpreted the Kansas Tort Claims Act in litigation against state school districts and their employees? Although the KTCA provides citizens with a vehicle for redress against governmental entities by virtue of tort claims, the KTCA also provides immunities from liability for governmental entities and their employees under exceptions to the KTCA. Most notably, the discretionary function exception and the recreational use exception are two exceptions to liability applied in a significant number of tort cases against Kansas school districts and employees. The case law analysis provides explanations for the types of actions of negligence that Kansas courts have qualified for school district or school employee liability, and, when permitted, negligent actions that qualified for immunity under a KTCA exception to liability.
An Analysis of Performance Differences Between Self-Directed and Teacher-Directed Alternative Education Campuses in Texas: This study was conducted to analyze the performance differences between alternative education campuses in Texas that used teacher-directed strategies and those that used self-directed strategies. The study was also conducted to inform educators of the results these two strategies had achieved with at-risk students during the three years of 2006-2008. The study used the results from the Texas Assessment of Knowledge and Skills test as reported in the AEIS annual reports from the Texas Education Agency. Alternative education schools were grouped according to the strategy used to educate at-risk students. The results of the statistical tests showed the two strategies had similar performance results and there was no statistical difference between the two. The results offered several implications concerning the ability of at-risk students to achieve in alternative education schools including possible reasons why students who were previously unsuccessful became successful in alternative settings. The report also addressed the number of students who continued to be unsuccessful even when placed on an alternative education campus. Possible reasons for this continued inability to succeed are discussed. Recommendations for further research were listed at the conclusion of the study.
An Analysis of Program Options for Gifted Middle School Students: The purpose of this study was to compare three different types of programming options for identified gifted and talented middle school students.
Analysis of Qualified Immunity for Texas Public School Professional Employees as Interpreted by the Texas Courts: This dissertation analyzed Texas appellate court decisions relating to whether educators' actions were incident to or within the scope of duties and involved the exercise of judgment or discretion in cases involving defamation, motor vehicle exceptions, and excessive force in discipline exceptions. The questions addressed were: (1) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for defamation? (2) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for injury to students when plaintiffs have sued Texas educator under the motor vehicle exception to the educator immunity law? (3) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators under the excessive force in discipline exception to the educator immunity law? This dissertation utilized legal research as its methodology. Chapter 3 examines literature with regard to qualified immunity for Texas public school professional employees and discusses the limitations placed upon qualified immunity. Chapter 4 is a comprehensive study of the cases decided by Texas courts involving alleged defamation of students or others by teachers and school administrators. Chapter 5 is a comprehensive study of the cases decided by Texas courts involving the alleged negligent use of motor vehicles by professional public school employees. Chapter 6 is a comprehensive study of the cases decided by Texas courts involving the alleged use of excessive force in disciplining students. Chapter 7 discusses the findings of the analysis of cases as well as the implied limitations regarding qualified immunity of teachers and school administrators.
An Analysis of Teaching Periodicals for Aging Education Content: Ninety elementary public school teachers were surveyed to find out where they obtained their teaching ideas. Seven popular elementary-level teaching periodicals, dated 1989-1999, were analyzed for aging-related content, and compared with 27 of the National Academy for Teaching and Learning about Aging (NATLA) aspects of aging recommended for students' learning. Results indicate that public elementary teachers obtain their teaching ideas from various places: teaching institutes or workshops; other teachers; ideas or lessons they develop themselves; and teaching periodicals. A large percentage obtain lesson ideas from teaching periodicals that they browse or read. This finding may assist NATLA in making recommendations to particular editorial boards. Surprisingly, few teachers obtain their teaching ideas from state and local curricular mandates. When the periodical issues were analyzed, aging-related content was categorized in four ways: informational articles with selected teaching or learning activities; articles describing intergenerational programs or activities; book reviews with selected learning activities; and book review titles mentioning older adult characters. Category totals among the 7 periodicals were highest in book review titles mentioning older adult characters and book reviews with selected learning activities. The content was compared to NATLA's recommendations for students' learning. The findings were not significant. The aging aspect that appeared most often in book reviews with selected learning activities was that most living things have life cycles of patterned biological changes, and/or that death and disability can occur at any age. Whether we formally teach them about aging or not, children learn about it. Earlier studies indicate that even preschool children may stereotype the aging process and/or older adults. Curricular and instructional ideas provided in teaching materials, even in an informal format can provide education, which prepares children for real life experiences.
An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas.: The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test to be promoted to the 4th grade, and for 5th graders to pass the reading and math portions of the TAKS test to be promoted to the 6th grade. Beginning in spring 2008, 8th graders will also need to pass the reading and math portions of the TAKS test to be promoted to the 9th grade. The purpose of this study was to examine the academic performance of 3rd and 5th grade students who did not meet the passing standard on the TAKS test and were retained during the 2005-2006 school year. The population of this study included 33 3rd graders and 49 5th graders who were retained during the 2005-2006 school year due to not meeting the promotion requirements of the SSI. There was also a second population of 49 5th graders who were retained in 3rd grade during the 2003-2004 school year due to not meeting the promotion requirements of the SSI. These students were enrolled in the 5th grade for the first time during the 2005-2006 school year. Their TAKS scores were examined to see whether students were still benefiting from the year of retention in 3rd grade. Results for all populations were broken down by ethnicity and program codes. The results of the study showed a statistically significant gain in 3rd grade reading and 5th grade math scores. The 5th grade reading scores did have a statistically significant improvement even though the reading mean score was still below the minimum passing score even after a year of retention. A cross tabulation done on students who had been retained in 3rd grade due to SSI …
An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities: The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCEIT), a personality instrument (DiSC), and were interviewed along with three of their teachers. The findings indicate that both of these principals scored high in the Influential and Conscientiousness subscales and low in the Dominance subscale. The principals also possessed either near-average or above-average emotional intelligence with both principals scoring particularly strong in the Strategic subscale.
An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs: This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities? A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed. The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities. Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use of research on principal success was promising.
Artistic Decision Making and Implications for Engaging Theatrically Gifted and Talented Students in Non-Arts Classes: This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation about how the theatrically gifted and talented population is viewed, researched, and educated in non-arts subjects. Professional actors at two sites were observed, videotaped, and interviewed over several rehearsals during play production. The major thematic findings indicated that artistic decision making results from actors engaging in a cyclical process of private work, affective validation, and collaboration. Implications for teaching theatrically gifted students call for classroom environments and processes that echo theatrical rehearsal structures, while engaging the imagination through personal connection and discovery.
Assessment and Analysis of Per Pupil Expenditures: a Study Testing a Micro-Financial Model in Equity and Student Outcome Determination: 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.
Association of College and Career Readiness Indicators on Hispanic College Enrollment and Postsecondary Resiliency: This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates from the 2014 cohort. Frequency statistics indicate 45.5% (n = 365) attended an institute of higher education (IHE) within 2 years of high school graduation. Findings reveal Hispanic females were more likely than Hispanic males to meet CCR indicators as well as postsecondary resiliency outcomes. Analysis of chi-square tests of independence suggests a moderately strong association exists between CCR indicators and postsecondary participation among high school graduates. Differences were found in terms of gender and postsecondary enrollment, x^2(6) = 24.538, p < .001. Differences were also found in terms of type of IHE and postsecondary resiliency, x^2(3) = 34.373, p < .001. More Hispanic CCR graduates enrolled at 2-year and 4-year IHE than expected by chance. While non-CCR graduates enrolled in IHE, they were less likely to meet postsecondary resiliency outcomes. CCR graduates who initially enrolled at 2-year IHE were also less likely to persist. Furthermore, the greatest contribution to differences in resiliency existed for Hispanic CCR graduates who enroll at 4-year IHE.
Attrition Rates of Teachers Trained in Alternative Teacher Certification Programs, Those Trained in the Centers for the Professional Development of Teachers, and Those Trained in Traditional University Programs.: This study uses teacher employment data provided by the State Board for Educator Certification to examine the similarities and differences between initial employment and attrition rates of teachers trained in three prevalent types of Texas teacher preparation programs; alternative certification programs (ACP), the centers for professional development of teachers (CPDT), and traditional certification programs (TCP). The population for the study includes all Texas teachers who completed training in these programs in 1995, 1996, and 1997. The study found that ACP participants gain employment as Texas public school teachers at a significantly higher rate than their CPDT and TCP trained peers in year-one after completion of their training. However, ACP completers experience higher attrition rates in each of the subsequent years investigated. The study concludes that the overall cumulative attrition rate of new teachers trained in these programs is not as pronounced as originally presumed, but that low production levels cannot keep up with the growing demand for new teachers. Teacher preparation program leaders must seek ways to recruit and train more teachers.
Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.: 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.
Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty: The purpose of this study was to investigate the impact of three relationships on academic achievement in mathematics in students of poverty. The three factors that were examined included: teacher-student relationships, parent-student relationships and peer- student relationships. The driving question for the research was as follows: Do external factors such as teacher-student relationships, parent-student relationships and peer-student relationships lead to academic success for students of poverty? The study employed a non-experimental, quantitative approach and utilized longitudinal data from a national database High School Longitudinal Study (HSLS) used a sample of 944 public and private high schools across the USA. A total 0f 28,240 were represented in the survey. Of these 28,240 students, 2641 were used in this study as identified by parental income below the poverty threshold. The outcome of the study indicated that there was little or no correlation between the three relationships and mathematics achievement (academic success). Correlations between the dependent variable (math achievement) and the independent variables even though some were statistically significant their weights had no concrete significance. The study recommends that several initiatives can be instated in schools to support and enhance academic achievement in students of poverty.
Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students.: This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this …
The Beliefs and Expectations of Effective Secondary Choral Teachers in Culturally Diverse Schools: Through the years, educational theorists and researchers have been interested in a possible relationship between teachers' effectiveness and their beliefs and expectations. Three concepts underpinned this work: teacher effectiveness, cultural diversity, and teachers' beliefs and expectations. The premise of the study was that the beliefs and expectations of effective secondary choral teachers are related to the social-cultural contexts in which they teach. The study implemented critical discourse analysis as the theoretical framework and the in-depth phenomenological long interview for data collection. Three secondary choral teachers were selected to participate in the study based on the researcher's criteria. The study revealed how each teacher conceptualized student cultural diversity during the teaching experience. Teacher beliefs about effective teaching in culturally diverse settings were described as developing over time in phases along a continuum. The study also confirmed that teachers' beliefs about students can be changed through experiences and reflection. The study revealed effective teachers focused on three different types of expectations in the teaching and learning context and affirmed diverse cultural identities and backgrounds. Recommendations included the development of stronger mentorship programs to increase effective teaching strategies for the secondary choral classroom. The findings of this study support my previous work, which introduces a sequential learning framework for teaching music in culturally diverse schools.
A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform: The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus leadership and parent and community involvement with the campus. Mission and focus were secondary strategies that contributed to increasing teacher effectiveness and student achievement. All of the interviewees stated their work was “all about the kids” to support the theme of the common mission and focus the campus and district.
Changes in Attitudes and Anxieties toward Teaching of Interns and Traditional Student Teachers: 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.
Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?: The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.
The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute: This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.
Children with Autism in Taiwan and the United States: Parental Stress, Parent-child Relationships, and the Reliability of a Child Development Inventory: Autism is one of the fastest growing childhood disorders in the world, and the families that have children with autism experience frustration and stress due to many practical problems. with the increase in the prevalence of autism, it is urgent to raise awareness of autism and to provide services and support for children with autism and their parents to improve the parent-child relationship and moderate the parental stress. with regard to families with children diagnosed as autistic, the purposes of this study are to: (a) examine the group differences in parental stress and parent-child relationship between Taiwan and the United States based on racial and cultural differences; (b) identify factors, if any, that influence the parental stress and parent-children relationship; (c) investigate if there are differences in the results of child development when children are diagnosed with autism in these two countries; (d) establish the Battelle Development Inventory-II in Mandarin Chinese version for use of evaluation with development delays in Taiwan. Findings revealed that: (a) the Battelle Developmental Inventory, Second Edition (BDI-II), is highly reliable with a great value of internal consistency in the use with parents and children with autism in Taiwan; (b) there is no significant difference in child development and parent-child relationship based on geographic region (Taiwan and the United States); (c) parents of children with autism in the United States overall have a more positive parent-child relationship and parenting attitude than parents of children with autism in Taiwan; (d) Children with autism who have a positive relationship with their parents have a higher pass rate on the evaluation of child development; (e) fathers reported higher pass rate on BDI-II than mothers in one of the standard deviations of over BDI-II performance; (f) parent-child relationships are positively correlated with parental stress; (g) parents who received services and …
College and Career Readiness of Students with Autism: With one in every 59 individuals now diagnosed with autism spectrum disorder (ASD), there is a significant increase in college enrollment for these students, yet, alarmingly, this population has the highest college dropout rate. Using Rawl's social justice theory as the frame, this qualitative study identified the perceptions of students with ASD, their college professors, and the director of the Office of Disability Accommodation (ODA). Perceptions were examined through open-ended surveys regarding awareness of autism, knowledge of student civil rights, and the availability and adequacy of resources provided through the ODA. In addition, the students with autism participated in semi-structured face-to-face interviews. The findings of this study are consistent with other studies in reflecting barriers experienced by students with ASD, such as poor transition planning, communication, and self-advocacy limitations. The variance among reported perceptions revealed a lack of awareness and continuity of resources and support for students with autism, hindering their successful transition from high school to and through post-secondary education. Both students and professors expressed a lack of knowledge of students' rights at the college level and of how to access needed accommodations. These findings reveal the need for a greater awareness of supports needed by students with ASD as they enter college. The findings provide implications for professionals who provide transition services for individuals with ASD.
A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas: The purpose of this study was to evaluate the relationship between the instructional outcomes in the independent school districts and charter schools in relation to the expenditure of public funds for instruction and total operating expenditures from the general fund. The study considered Texas elementary charter schools and independent school districts, whose school populations were identified as having greater than or equal to 50% of economically disadvantaged students, according to the Texas Academic Excellence Indicator System (AEIS). The study made use of multiple regression and was an ex post facto cross-sectional analysis utilizing production function theory. The study’s outcomes reported the difference in student achievement between elementary schools in independent public school districts and charter schools were small to negligible for math and reading achievement. The study also reported, there is no statistically significant difference in per pupil expenditure of public funds between elementary schools in independent public school districts and charter schools. Furthermore, there is no statistically significant relationship between student achievement and per pupil expenditure of public funds on elementary schools in independent public school districts and charter schools.
A Comparison of Academic Achievement of Economically Disadvantaged Elementary Students Served in Title I Part A Programs: Targeted Assistance Versus Schoolwide Models: This study analyzed test scores of economically disadvantaged students who attended two elementary schools implementing different types of Title I models from 1999-2001. Test scores from the Texas Assessment of Academic Skills (TAAS), the Iowa Test of Basic Skills (ITBS) and the Stanford Achievement Test (SAT-9) were analyzed. One school implemented the targeted assistance model (less than 50% poverty), which focused resources on students were identified as failing or at risk of failing. The other a schoolwide model (95% poverty), which used resources to help all students in a school regardless of whether they ware failing, at risk of failing, or economically disadvantaged. The quantitative approach was used with a causal comparative design. A cohort of continuously enrolled students was identified for the TAAS (n=169 and 189) and the ITBS/SAT-9 (n=49 and 87). Descriptive statistics such as the frequency, mean, and standard deviation, were used to measure differences on the Texas Learning Index (TLI) for the TAAS, and Normal Curve Equivalent (NCE) on the ITBS/SAT-9. Analysis of covariance (ANCOVA) was used to partially adjust for preexisting differences among the groups and because randomization was not possible. The independent variable was type of Title I model, targeted assistance or schoolwide. The dependent variable was the achievement measure, and the covariate was the initial achievement scores in third grade (pretest). The ANCOVA reports and descriptive statistics showed that economically disadvantaged students performed better in reading and math on TAAS and ITBS/SAT-9 at the targeted assistance school in 1999 and 2001, with mixed results in 2000. The academic performance of economically disadvantaged students at the targeted model was consistent all three school years. They scored slightly lower than the non-economically disadvantaged students, but higher than their peers at the schoolwide model. The students' third grade pretest score was the most significant predictor of …
A Comparison of Quantitative Skills in Texas Year-round Schools with Texas Traditional Calendar Schools: This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).
A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers: The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning and the end of the school year, and to determine if their sense of efficacy changed over the course of the school year.
A Comparison of the Self-Efficacy Scores of Preservice Teachers Based on Initial College Experience: The purpose of this study was to determine if any statistically significant difference exists between the self-efficacy scores of student teachers who began their college experience at the community college level and student teachers who began their education at the university level. The study was used to determine whether or not the type of initial college experience impacted the first two years of college study, in relation to the development of a sense of self-efficacy at the end of the program of study. Self-efficacy data were gathered from beginning student teachers at two comparative institutions. The participants were enrolled in the colleges of education at two large metropolitan universities. One university was located in southern Texas and the other was located in north central Texas. The Teachers' Sense of Efficacy Scale was the instrument used, as well as a researcher-made questionnaire that collected demographic data. In addition to pattern of education, other independent variables included age, gender, ethnicity, certification level sought by the participant, and the number of contact hours spent by the participant in early field experiences in K-12 classrooms. A multiple regression analysis indicated no statistically significant difference in the composite score of the Teachers' Sense of Efficacy Scale, a measure of self-efficacy. The TSES also loads on three factors: Instructional Strategies, Classroom Management, and Student Engagement. Multiple regression analyses of the individual factor scores indicated no statistically significant predictive ability for self-efficacy on any of the subscales across initial college experience. Multiple regression analyses as well as MANOVAs were conducted to determine if the demographic variables of gender, age, ethnicity, G.P.A, certification level, and contact hours impacted TSES scores. The dependent variable was the general self-efficacy scores and the individual factor scores (i.e., Student Engagement, Instructional Strategies and Classroom Management) of student teachers as measured by the …
A Comparison Study of Student Academic Performance by Male African American Students in a Traditional Public School and Male African American Students in a Single Gender Academy: A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The single-gender school had 100% of the African American males in its first graduating class during the 2017-2018 school year were accepted into college.
Computer-Assisted Instruction in Literacy Skills for Kindergarten Students and Perceptions of Administrators and Teachers.: The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based on the small effect size, there was no practical difference between the groups.
Consideration of Dynamic Assessment to Identify Gifted, Emerging Bilingual Latinx Students: Lessons for School Leaders: Little, if any, research exists that provides guidance for educators on the use of a dynamic assessment as a tool for better identifying Latinx students for gifted programs. The purpose of this qualitative case study was to explore the perceptions of campus principals and elementary teachers as dynamic assessment was being considered as part of the gifted and talented identification protocol. Data were collected through teacher and principal interviews and focus groups, along with an analysis of current practices and protocols within the studied district. The findings revealed several key themes that emerged from educator perspectives on the ability of emergent bilingual students to be placed in gifted programs and how dynamic assessment could or could not play a part in the assessment process. The study provides support and context for future research about dynamic assessment as applied to gifted and talented identification of Latinx students, including (a) the development of a dynamic assessment, (b) the implementation of a dynamic assessment with presentation of data that supports or do not support its use, (c) training to support the implementation of a dynamic assessment, (d) the human capital and time associated with implementing a dynamic assessment, and (e) educator mindset associated with the implementation of a dynamic assessment for students who do not speak English in the home.
The Constitutionality of Dress Code and Uniform Policies: This dissertation proposes to delineate the criteria for determining the constitutionality of public school dress codes based on an examination of relevant case law. The study addresses the following underlying questions: (1) Do students have a constitutional right to freedom of choice regarding their personal dress and grooming in public schools? (2) If so, what is the origin of the right? (3) What justification does a school district need in order to intrude upon the right? (4) Does the extent to which there is a right, and that it is accorded support by the judiciary, depend on the student's age and grade level? (5) What do state statutes say about dress codes and uniforms? (6) Do state statutes comport with the circuit courts' rulings in the various jurisdictions? The first part of Chapter I examines the purpose of school uniforms as set forth in relevant educational literature and commentary. The second part of the chapter examines empirical evidence on the effects of dress codes and uniforms. Chapter II addresses the first three questions listed above concerning students' right to choice in personal dress, the origins of such a right, and the justification required for a school to intrude upon this right. Chapter III examines dress code rulings from the United States Courts of Appeals in order to ascertain patterns of judicial rationale and determine whether students' rights vary depending on age, grade level, or federal circuit court jurisdiction. Chapter IV examines existing state statutes with regard to dress codes and uniforms. Chapter V utilizes the legal principles that emerge from the research in Chapter III and draws from the survey of state statutes in Chapter IV to make a comparison of state statutes and circuit court rulings in each jurisdiction. If a state statute does not comport with federal law …
A Content Analysis of Reading Software Commercially Available for Pre-K to 3rd Grade Children.: The purpose of this qualitative study was to investigate the content and characteristics of the currently available commercial reading software for Pre-K through third grade children. The design of the study was a content analysis. Based on the evaluation rubric established by the researcher, ten commercial reading software were selected to be analyzed. By reviewing and transcribing, the data were obtained, and then coded, categorized, and interpreted. The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabetic principle, letter-sound association, word knowledge, sentence building, and reading comprehension. Depending on the software developers, phonics-based practice was presented in two ways; separate skill-based practice emphasis and storybook-reading emphasis. All software programs utilized drill-and-practice, direct instruction and mastery learning methods and utilized gaming strategies to motivate and engage the learners. Multimedia technology was used to make the software more appealing. All reading software programs were developed on the perspectives that view learning to read as the continuum of a child's oral language development and background experience about words. It is recommended that parents and teachers review and select the software based on reliable information sources, use the software as supplementary practice based on the learning objectives identified and individual student needs.
Continuing the Work of Our Ancestors: Black Radical Leadership and Disruptive Pedagogies in Affirming the Well-being of Black Students: Using Black feminist thought and BlackCrit/critical race theory frameworks, this qualitative study examined Black educators' practices in addressing the behavior of their students in an urban school district. It utilized counternarratives and storytelling to explore the cultural dynamics at play between Black educators and their Black students. The Black educators in this study operated under several behavior systems, including positive behavioral interventions and supports (PBIS), socio-emotional learning (SEL), restorative practices (RPs), and zero tolerance policies (ZTPs). Such systems have been implemented based on research that they have the capacity to train Black students to make appropriate decisions regarding their behavior. These systems are also reinforced under the notion that they create learning spaces which promote academic achievement. Due to their own experiences and understanding about how institutional practices and disciplinary interventions result disproportionately in oppression and violence against Black students, these educators disrupted these practices and utilized cultural approaches that centered Black-ness. In doing so, they were able to address behavior and affirm Black students' well-being. The cultural approaches conceptualized as disruptive pedagogies include aspects of othermothering, otherfathering, critical caring, sermonizing, womanist caring, and Black masculine caring. An analysis of the stories and counternarratives illustrated that Black principals, counselors, and teachers draw from the long tradition of Black resistance and Black radical leadership to create educational spaces that support both emotional well-being and academic excellence. Implications, recommendations and future research are discussed.
Creating Equitable Educational Experiences for African American Males through Advanced Academics: Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived experiences of participants within the advanced placement program were brought to the fore. Three questions guided the study: 1) How do district and school policies and practices create equitable advanced academic program opportunities for African American males; 2) How and in what ways do district and school leaders create or hinder equitable advanced academic program opportunities for African American males; and 3) What conditions have supported or hindered African American males in their ability to enroll and succeed in advanced academic courses. Findings revealed four themes to creating equity for African American males within the advanced placement program which included, the need to cultivate the advanced placement program, identify academic shortcomings, support the needs of students, and address invisible African American males. The research demonstrated that African American males can, and will, thrive in the most challenging of academic settings when provided with proper supports.
Culturally Proficient Leadership: A Study in the Correlation of School Leaders' Perceived Levels of Cultural Proficiency and Discipline Rates of Black Students in 5A and 6A High Schools in North Texas: The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders responsible for assigning exclusionary discipline.
Culturally Relevant Recruitment and Hiring in an Urban District: This qualitative case study examined the recruitment and hiring practices of an urban district. Participants in this study included five district-level, human resource staff members and six campus principals. Data collected and analyzed including audio recordings of semi-structured interviews of each participant and documents at the district and campus levels used during the recruitment and hiring processes. The findings suggested that there is evidence of the district's use of the fit theory and culturally relevant pedagogy, and there is potential value in uniting and using both theories to identify and hire culturally responsive teachers. Findings also suggested that some tenets of both theories overlap, and some were more evident and more valued in the district processes than others. Since urban schools tend to experience significant staffing challenges and require teachers who are more culturally responsive, this study has the potential to help district and campus leaders examine their current hiring practices and establish stronger connections to the fit theory and culturally relevant pedagogy tenets.
The Demographics of Corporal Punishment in Texas: This dissertation examined the student discipline policies of 1,025 Texas school districts, as well as data from the Texas Education Agency’s Academic Excellence Indicator System in order to identify demographic patterns regarding corporal punishment policies in Texas schools. the study also studied the relationship between a district’s corporal punishment policy and student achievement. the dissertation utilized legal research methods and document analysis as its research methodology. Document analysis was the primary methodology used to answer the research questions whereby individual school district policies were identified and classified based on a number of demographic characteristics as well as the variations in corporal punishment policies among the various districts. the results of the study found that although more Texas school districts permit corporal punishment than have banned the practice, 60 percent of Texas school children go to school in districts where corporal punishment is not permitted. Corporal punishment is generally permitted in rural areas, with the majority of school districts in West Texas and the Texas Panhandle still allowing it by policy. a case study affirmed a finding from a national study regarding the type and locale of a student that is most likely disciplined using corporal punishment. the study determined that the larger Texas school districts have moved away from using corporal punishment as a disciplinary tactic. No district categorized as “Major Urban” by the Texas Education Agency permits corporal punishment of students. None of the larger districts categorized as “Urban” or “Major Suburban” that prohibit corporal punishment were identified as “Academically Unacceptable” under the State accountability system. This study also found that districts that prohibit corporal punishment and have a large number of minority students tend to have higher AEIS ratings. This study’s findings suggest that the elimination of corporal punishment in highly populated Texas school districts may be an …
A Descriptive Review and Analysis of the Creation and Development of an Advisory Program in an Inner-City Middle School: This study described and analyzed the development and implementation of an advisory program at one urban middle school. Development of the advisory program began during the 1997-98 school year. The implementation of the program was examined during the 1998-99 and 1999-2000 school years. This school site was chosen because of the in-depth research and planning of the program beyond the typical amount performed by many schools, and the wide-scale staff participation utilized in the program's development. In order to follow the processes of development and implementation, several models of change, innovation, and organizational analysis were used to provide focus for analysis of events that occurred during the three years of the program examined in this study. Data was collected in multiple manners. A complete review of school documents concerning the advisory program was performed, and over 50 percent of the faculty were interviewed through individual and team interviews. The findings of this study include various elements concerning the development and implementation of the advisory program. Data was collected and analyzed in three main categories including a) driving and resisting factors for beginning and implementing the program, b) processes used to plan, maintain and develop the program, and c) the periods in which the program became stable. Additional considerations were examined including the evaluation of the program, future possibilities for implementation, and staff roles in the program. Recommendations of the study include: limiting the focus of the advisory program; maintaining consistent goals; starting with a limited program; securing high staff participation; providing extensive time for planning; maintaining a high level of monitoring by administration and staff leaders; providing in-depth training; and, insuring that open lines of communication exist.
A Descriptive Study of Parenting Styles and Behaviors of 4-Year-Old Children When Parents Participate in a Parenting Education Program: This study described and explored perceptions of the context and behaviors of seven 4-year-old children whose parents attended a parenting education program. The problem was to explore a group of 9 volunteer parents' perceptions of their parenting styles and perceptions of their 4-year-old children at home while the parents participated in, and completed, a minimum of 4 out of 6 Active Parenting Today parenting education classes. Volunteer parents were recruited during public school registration for prekindergarten. In addition, perceptions of 4 teachers and 4 classroom educational aides in regard to behaviors of the 4-year-old children whose parents participated in and completed the Active Parenting Today program were explored.
A Descriptive Study of Student Assistance Programs in the State of Texas: The purpose of this study is to examine the four basic student assistance models and determine their distribution in Texas, describe the student assistance programs in place in public school districts in Texas including the program's goals, objectives and components, and explore the perceived effectiveness of student assistance programs as a viable means of drug and alcohol education for students enrolled in public school districts in Texas in kindergarten through twelfth grade.

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