UNT Libraries - Browse

ABOUT BROWSE FEED

Academic Progress Scores to Predict Performance on a State Assessment

Description: This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides information on the predictive validity of benchmark assessments. Specifically, this study looked for predictive evidence that indicates how accurately test data can predict criterion scores. Findings revealed, through a multiple regression analysis, that the fall MAP Rasch Unit (RIT) scores predicted the STAAR scale scores. Using SPSS version 22, the data were entered and analyzed in a multiple regression model to determine the presence of a statistical trend or lack thereof. Demographic data and MAP scores were entered into the regression model to examine the predictive validity of the MAP assessment in determining student performance on the STAAR seventh-grade state-mandated reading assessment. The statistical analysis revealed that MAP RIT scores explain a significant variance related to seventh-grade STAAR reading scale scores. There is a vital need for tools that improve a student's academic development and MAP assessments have been found to predict performance on state-mandated assessments.
Date: December 2016
Creator: Curry, David Mitchell

Accountability in Schools: a Study of High School Accountability Ratings and College Success

Description: The purpose of this study was to determine the relationship between high school campus accountability ratings, college readiness indicators, and the percent of students who achieved first year college success. Correlation and multiple regression analyses were used to analyze the relationship between the variables. Data was analyzed for two-year and four-year postsecondary educational institutions which were divided by eight school district types. Regression analysis of the relationship between high school campus accountability ratings and the percent of students who achieved first year college success for four- year post secondary educational institutions revealed statistically significant results ranging from R2 =.179 to R2 = .220. Similar results were found for two-year post secondary educational institutions with statistically significant results ranging from R2 = .049 to R2 = .218. The results indicated negligible to small relationships between the variables. Regression results of the analysis for the relationship between college readiness indicators and the percent of students who achieved first year college success revealed statistically significant results for 2 - year post secondary educational institutions ranging from R2 = .077 to R2 = .596 and for 4 -year post secondary educational institutions ranging from R2 = .048 to R2 = .304. These results indicated small to moderate relationships between college readiness indicators and the percent of students who achieve first year college success.
Date: August 2013
Creator: Orsborn, Shannon

An Analysis of Performance Differences Between Self-Directed and Teacher-Directed Alternative Education Campuses in Texas

Description: 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.
Date: May 2010
Creator: Wimberley, Alan

Anti-bullying Policies And Practices In Texas Middle Schools

Description: For over a decade national attention to bullying in American schools has increased, fueled by publicity about suicides of severely bullied youth. Schools have the charge of maintaining the safety of all students in order to ensure a positive learning environment, but there is little information about what they are doing to prevent bullying. The purpose of this study was to provide information on principals’ perceptions of bullying and what anti-bullying policies, procedures, and programs exist in Texas middle schools. Ninety-nine principals completed an online questionnaire that addressed: 1) their knowledge of district and campus policies concerning bullying; 2) their direct experience with bullying; and, 3) bullying-prevention strategies and training in place in their schools. Principals reported direct experience with all types of bullying included on the questionnaire in their schools, but had a surprisingly small mean of 14.8 verified bullying incidents during the 2010-2011 year. Over 60% felt the level of physical safety in their school was good or very good, but only 35% rated their school’s emotional safety as good or very good. Students, parents, and teachers reported bullying to the majority of principals; however, few schools conducted annual student surveys that could provide accurate information about bullying in their schools. Procedures required by state law were more likely to be in place than those not required, though not all schools complied with all requirements. Fewer than 10% of schools had implemented a formal anti-bullying program. The most commonly cited obstacles to effectively addressing bullying were lack of time to conduct investigations and getting parents to file written reports (40%); however, despite having anti-bullying training, 27% felt limited by the lack of strategies. This study fills a void in the literature by providing a statewide overview of middle school principals’ knowledge of district and campus policies and procedures ...
Date: December 2011
Creator: Robbins, Rosemary

A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice

Description: With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas (schools with a ratio of one computing device per student), particularly with respect to the relationship of those policies to practice. The purpose of the study was to determine the current status of the National Education Technology Standards (NETS) essential conditions as reflected in policy and the relationship of those conditions to practice as measured through levels of technology usage and teaching innovation. Schools were selected through purposive, criterion sampling. Open-ended interviews were conducted with twelve participants (principals, technology directors, and superintendents). Policies were rated by campus principals and the researcher using a rubric based on the NETS essential conditions. Finally, surveys of proficiency and readiness measures were collected from 156 teachers using the School Technology and Readiness (STaR) instrument and the Levels of Teaching Innovation (LoTI) instrument. Interviews were transcribed and coded using structural and frequency coding. Policies were analyzed using magnitude coding and policy ratings. A qualitative analysis determined patterns between policy and practice. Quantitative data collected from surveys were measured against policy ratings and magnitude coding using bivariate correlation methods in SPSS. Quantitative analysis revealed two statistically significant relationships between policy and reported levels of practice in the classroom. Qualitative elements of the study from interviews and policy ratings revealed six findings that may explain a lack of correlation between policy and practice: a lack of ability for leadership to identify 1:1 program policy; lack among school leaders of perceived relationship between policy and practice; a belief among leaders that they are communicating policy to stakeholders even though they demonstrated difficulty in articulating policy; an inability to identify specific research-based theoretical foundations in policy; a lack of meaningful measurement of practices; and ...
Date: December 2013
Creator: Bauter, Cynthia

A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities

Description: This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.
Date: August 2011
Creator: Holacka, Karin V.

A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness

Description: Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in ...
Date: December 2013
Creator: Smalskas, Tamy L.

Data Envelopment Analysis: Measurement of Educational Efficiency in Texas

Description: The purpose of this study was to examine the efficiency of Texas public school districts through Data Envelopment Analysis. The Data Envelopment Analysis estimation method calculated and assigned efficiency scores to each of the 931 school districts considered in the study. The efficiency scores were utilized in two phases. First, the school district efficiency scores were combined with school district student achievement to evaluate effectiveness with efficiency. A framework was constructed to graph the scores on an x-axis of student achievement scores and a y-axis of efficiency scores to further illustrate the data. The framework was evaluated with the full statewide sample and with school districts categorized into similar peer groups. Then, using variables selected from related scholarly literature, a regression analysis identified which factors impacted school district efficiency statewide. The non-discretionary variables included in the study were total student enrollment, the percentage of non-white students and the percentage of economically disadvantaged students. The discretionary variables selected included the teacher-to-student ratio, teachers’ average years of experience, the percentage of teachers with master’s degrees and the average teacher base salary. Amongst the seven factors selected for regression analysis, five statistically significant variables were identified as impacting statewide school district efficiency. All three non-discretionary variables were identified as statistically significant on efficiency and included total student enrollment, the percentage of non-white students and the percentage of economically disadvantaged students. Two discretionary factors showed statistically significant effects on efficiency which included teachers’ average years of experience and the percentage of teachers with master’s degrees. The teacher-to-student ratio and the average teacher base salary were ineffective in predicting efficiency. This study contributed to the understanding on educational efficiency. Data Envelopment Analysis has been employed mainly in the private sector to analyze efficiency in economics and business organizations. This study added to the educational research ...
Date: August 2012
Creator: Carter, Lacy

The Demographics of Corporal Punishment in Texas

Description: 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 ...
Date: May 2012
Creator: Phillips, Stephanie

A Descriptive Law and Policy Analysis of Corporal Punishment in Florida Public School Districts

Description: Corporal punishment is banned by state statute in 31 of the 50 U.S states. The 19 states that still allow the practice are largely located in the South and the Rocky Mountain West. However, data indicate that the practice of corporal punishment is still largely a Southern phenomenon. In the 19 states that allow the practice to continue in schools, many have seen the use of the disciplinary technique decline. Existing research documents the negative effects and very little research supports any positive benefits of corporal punishment. This study analyzes school board policies from the 67 public school districts in the state of Florida to determine if trends in policies and incidents of corporal punishment are similar Texas and North Carolina. Research on Texas and North Carolina indicate corporal punishment is used more frequently in districts with smaller enrollments, and in more rural areas. Data from this study suggests that the decrease in the number of incidents of corporal punishment as well as the concentration of the practice among school districts in Florida school follows the same trends of declining use that exist in Texas and North Carolina public schools. Findings illustrate a need for continued research of corporal punishment on a district-by-district and potentially a school-by-school basis.
Date: December 2012
Creator: Goodson, Christopher B.

Determining Factors that Influence High School Principal Turnover Over a Five Year Period

Description: The purpose of this study was to determine the effects of salary, compensation and benefits, accountability, job stress, increased instructional responsibilities, changes in student demographics, lack of support, politics, advancement opportunities and promotion on tenure and turnover among high school principals in the state of Texas. The participants in the study included 60 Texas high school principals who left a high school principalship for a different high school principalship within the past 5 years. The participants completed the Texas Principal Survey and data were analyzed using binary logistic regression. The data indicated that salary, compensation and benefits was a significant factor in predicting an increase in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Additionally, advancement opportunities was a significant factor in predicting a decrease in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Responses from an open ended question asking principals why they left their prior principalship suggested that principals left for reasons including new challenges, lack of support and family. The results of this study support the need for continued research in the area of principal turnover and provide insight to district superintendents, school boards and principals.
Date: May 2010
Creator: Sheppard, Rebecca Replogle

District Leadership Supporting PLC Implementation in a Rapid Growth District

Description: A growing body of work has emerged regarding the responsibilities required of district leaders in establishing plans that initiate and create conditions for sustainability of continuous improvement achieved through a systemic reform structure such as professional learning communities. However, limited research exists in respect to sustaining cultures of continuous improvement in rapid growth districts. Rapid growth districts can be described as school systems, which construct and open multiple campuses annually. The underlying premise of this study considered how humans interact with one another within a rapidly changing professional organization. Change theory, professional capital, organizational learning theory, and system reform emerge as the conceptual framework in this study of district support of professional learning communities. Data collection for this qualitative descriptive case study included interviewing six K-12 principals, administering the PLCA-DS survey to 247 K-12 staff members, and document review. Recognition of the importance of the PLC framework, building capacity, development of collaborative culture, and issues resulting from constant change due to rapid growth were the four themes generated by the participants to support continuous improvement in a rapid growth district. The four themes combined with the components of the conceptual framework outline how district leaders in a rapidly changing environment cultivate a process leading to system-wide improvement.
Date: December 2016
Creator: Tinsley, Laurie Huffman

Early College High School: Hispanic Students’ Perceptions and Experiences From a Texas Campus

Description: Early college high school (ECHS) is a dual enrollment program that allows high school students to earn college credits while in high school. ECHS was developed with the intention of attracting students to pursue a 4-year college degree, especially students who might not attend college without intervention. The program targets students from low-income families, students who have low academic achievement, and students from minority groups including Hispanics, African Americans, and Native Americans. The purpose of this study was to explore the perceptions and opinions of Hispanic students about their experiences in an ECHS, and to better understand how their ECHS experiences affected motivation to engage in academics. The expectancy theory and college-going culture provided the theoretical framework for this case study. Semi-structured interviews captured the experiences of the participants. The study focused on 10 Hispanic students, 5 seniors and 5 juniors, enrolled at an ECHS located on a community college campus in Texas. The study found that students with higher motivation to work at high school and college courses had several reasons for choosing to attend ECHS. The reasons included a chance to earn a high school diploma and associate’s degree simultaneously, free college tuition, and an accelerated program to get through college. The students also identified rewarding outcomes for completing college. Those outcomes included satisfying career, personal satisfaction, ability to provide for their family and making their family proud as the first high school graduate and college attendee. One student had a lower motivation to work at high school and college work. He chose to attend ECHS to seek more freedom than a traditional high school. He was not certain about graduating from high school and doubtful about college graduation. This study contributes to the ECHS literature by providing details on students’ experiences at an ECHS. Using the qualitative ...
Date: May 2012
Creator: Brenner, Rose K.

Educational Performance: Texas Open Enrollment Charter High Schools Compared to Traditional Public High Schools

Description: The study examined mathematics and English student achievement, attendance rates, dropout rates, and expenditures per pupil for Texas high school students in both open-enrollment charter schools and traditional public high schools for the 2009–2010 school year. All data were assembled using archived information found at the Texas Education Agency (TEA). This information included the TEA report entitled Texas Open Enrollment Charter Schools Evaluation; TEA Snapshot Yearly Report; and Academic Excellence Indicator System (AEIS) data files. Microsoft Excel (Version 2010) was used to randomly select traditional public high schools categorized as Title 1 and non-Title 1 for comparison with Title 1 and non-Title 1 open-enrollment charter high schools. The IBM Statistical Package for the Social Sciences (SPSS) (IBM Statistics Version 20) was used for a one-way analysis of variance (ANOVA) conducted between one independent variable (charter or traditional school) and five dependent variables (mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil). Traditional public high school students had higher or better average mean values than charter schools for mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil. The ANOVA found that four of the five dependent variables were statistically significant at the 0.05 confidence level for the independent variable of school type, whether charter or traditional school. There was no significant difference found between the schools for attendance rates. Effect size calculations, using the eta-squared method, confirmed the comparisons with significant differences.
Date: December 2012
Creator: Jackson, Nokomis “Butch,” Jr.

The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates

Description: The purpose of this study was to examine special education populations, special education reading achievement, and regular education reading achievement in relation to the implementation of the Reading First three-tiered model as a response to Intervention platform. The population for this study focused on rural schools with Grades K-3 in attendance. Schools participated in the reading first grant period of the 2003-2009 school years. Forty-seven Texas Reading First schools were compared to 47 campuses having similar populations, socioeconomic makeups, and grade structures. This study utilized quantitative research measures to evaluate the level of special education populations on Reading First campuses using a response to intervention model. Quantitative measures were also used to evaluate those same campuses achievement rates of both special education and regular education students on the Texas Assessment of Knowledge and Skills reading tests. The study's outcome data showed little to no statistic significance for the three research questions. However, the inferential statistics showed a decrease in the special education population of the Reading First schools. Inferential statistics also indicated both the special education and the regular education students showed growth on the Texas Assessment of Knowledge and Skills reading tests. The use of a response to intervention program can be effective in the reduction of special education students identified on school campuses. Response to intervention programs can boost achievement levels of students receiving special education services. Students not enrolled in special education can benefit from effective response to intervention services.
Date: August 2013
Creator: Batts, Troy D.

Efficacy in Texas Charter Schools Compared to Traditional Public Schools

Description: The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.
Date: August 2015
Creator: Keller, Karlyn

An Examination of the Relationship Between Teacher Efficacy and Teacher Religiosity

Description: The purpose of this study was to examine the relationship between teacher religiosity and teacher self-efficacy. The present study builds upon previous research which has shown purposeful work in everyday living fosters intrinsic motivation, religious orientation affects daily living, and teacher self-efficacy beliefs predict student achievement. Religiosity and self-efficacy data were gathered from public school teachers from a suburban school district in North Texas and from private Christian schools in Western Washington. The Age Universal I-E scale (a measure of religious orientation intended to capture how one lives out his/her religiosity), Teachers' Sense of Efficacy Scale, and a teacher characteristic form were used to collect data. In a multiple regression analysis, independent variables included teacher age, gender, grade level taught, experience level, campus type (public or private religious), and teacher religious orientation (intrinsic or extrinsic); the dependent variable was the score for teacher self-efficacy. The regression analysis resulted in an equation that explained only slightly more than 9% of the variance in the score for teacher self-efficacy. Three significant variables were identified--grade level taught, teacher age, and intrinsic religious orientation. Teacher age and teacher intrinsic religious orientation were the two most important contributors according to a comparison of beta weights. Intrinsic religious orientation contributed to the equation, but it acted as a suppressor variable in the study, having little predictive value by itself but contributing to the predictive value of the model. Based on the data collected, recommendations for future research and suggestions for field application are offered.
Date: December 2010
Creator: Wright, Karen K.

An Examination Of Three Texas High SchoolsÊ Restructuring Strategies That Resulted In An Academically Acceptable Rating

Description: This study examined three high schools in a large urban school district in Texas that achieved an academically acceptable rating after being sanctioned to reconstitute by state agencies. Texas state accountability standards are a result of the No Child Left Behind Act of 2011 (NCLB). Texas state law requires schools to design a reconstitution plan after the second year of receiving an academically unacceptable school rating for failing to meet the required standards on state assessments, dropout rates, and graduation rates. The plan must be implemented by the third year. A mixed methods approach was used to uncover the strategies that were successful during the restructuring initiative. Data was obtained from three sources: interviews, document analysis and surveys. Interviews were conducted with district administrators, campus based administrators and teachers of the three high schools. A sample of core content teachers were surveyed using questions from the MetLife Survey of the American Teacher: Collaborating for Student Success. Results revealed that each school chose to engage in a major form of restructuring that included the formation of a themed based magnet school. A team approach was used to devise, implement, and monitor the reconstitution plan. Common strategies unveiled in the study included the use of common assessments, collaborative planning among core teachers, professional development, continuous monitoring of student absences, extended learning times for students, and a focus on college readiness. Survey data revealed that the majority of teachers believed that collaboration positively impacted student achievement. It is recommended that schools undergoing restructuring choose a reconstitution option that allows for flexibility, use multiple resources to foster school improvement, and develop restructuring plans that serve as living documents. Further research is needed to study the principal's role in achieving an academically acceptable rating. This study could also be expanded to compare restructuring strategies of ...
Date: December 2011
Creator: Massey Fields, Chamara

An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement

Description: The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.
Date: May 2010
Creator: Brown, Shelia

First Amendment Constraints of Public School Administrators to Regulate Off-campus Students' Speech in the Technology Age

Description: In a world where students and teachers both rely on technology in the process of education, understanding the constraints of public school administrators to regulate off-campus student's speech is a vital issue. This dissertation focuses on ways to evaluate legal analysis of cases involved in off campus speech. The methodology of legal analysis is used to identify judicial reasoning concerning established legal principles pertaining to the constitutional right of public school students to freedom of expression, and the application of those principles to off-campus student expression delivered by electronic means. This research produces a number of key findings: Many lower court cases have favored with the students unless the school district could prove substantial disruption to the learning environment or a true threat existed due to the off campus speech. In addition, it is crucial for the districts to have concrete policies in place to educate the students about acceptable usage of technology. The main conclusions drawn from this research are that current approaches to punishing students for their offensive off campus speech does not uphold in the courts and administrators must be resilient to speech that may be unpleasant to them. This research also includes several recommendations for administrators such as guidelines on how to write their acceptable usage policy. It also provides a chart with a summary of critical cases of importance to administrators.
Date: May 2013
Creator: Shahzad, Erum H.

The High School Associate Principal: Case Studies of an Emerging Role in Educational Leadership and Administration

Description: Researchers in the field of educational administration have given little attention to the role of the associate principal. The research reported in this dissertation sought to fill that void through a close examination of the roles of the associate principals on two campuses in two different school districts. In addition to illustrating the role of the associate principal, the research examines how experience as an associate principal influences the careers of educational administrators. Data were collected primarily by means of semi-structured interviews with principals and district administrators as well as the associate principals themselves to provide multiple perspectives. Data were summarized in detailed interview logs, coded to discover the themes that were characteristic of each case, then analyzed to identify the patterns within and across the cases. The interviews were also analyzed as narratives reflecting on how experience as an associate principal can shape an educational administrator's career. The interview data were supplemented with documents relating to the associate principals, their campuses, and their districts. The results suggest that the associate principal position is a crucial step on the career ladder to a secondary principalship. Assistant principals with knowledge and skills in curriculum, instruction, and assessment are more likely to be selected as associates, and associates are more likely to be selected for principalships. The results also indicate that instructional leadership for associate principals in Texas focuses primarily on improving students' performance on the Texas Assessment of Knowledge and Skills and on increasing participation in and performance on other standardized tests, in particular Advanced Placement, SAT (formerly the Scholastic Aptitude Test), ACT (formerly American College Testing), and the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test).
Date: December 2010
Creator: Fox, Kenneth F.

High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders

Description: This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender or race had no significant effect on total proficiency scores. This study supports prior findings that leadership policy and development programs must be refined to help leaders develop and utilize more culturally proficient skills that will lead to greater academic success for all students. Results indicate that principals need assistance in adapting to and managing the dynamics of difference as well as providing teachers with conflict resolution training. It is recommended that professional development departments conduct similar district-wide proficiency assessments as a first step in helping educators to understand the cultural proficiency conceptual framework. It is also recommended that school ...
Date: December 2011
Creator: Owens Luper, Willene DeeAndra

Hispanic Representation in the Superintendency: Perceived Competencies and Organizational Outcomes That Benefit School Districts

Description: This study assessed 40 factors often cited in literature to determine the extent that Hispanic superintendents perceive them as influential when accessing the superintendency. Eight Hispanic superintendents in Texas participated in this qualitative study, which was based on interviews as well as written responses to a survey. This study found that the factors considered most influential to these superintendents were their ability to communicate, self-perception/self-efficacy, and level of overall preparedness. These findings contrast with previous research indicating that race or ethnicity, mentoring, and career path are most influential. The study also identified factors related to race and ethnicity that most influenced a Hispanic's ability to access the superintendency, albeit to a lesser degree. These factors were the ability to serve as a Hispanic role model to students, ability to increase Hispanic students' academic performance, and the ability to speak a second language. Moreover, through analysis of a large number of survey responses the study examined the extent to which a superintendent's race or ethnicity is significant to addressing the needs of Hispanics. To assure this question a comparative analysis of Hispanics' and non-Hispanics competencies and organizational outcome was conducted. The results indicate that superintendents, in general, regardless of race or ethnicity, can acquire knowledge about the Hispanic culture, develop cultural competence, and produce outcomes that affect Hispanics. A Hispanic, however, who possesses the ability to speak Spanish and has authentic cultural experiences, can potentially provide unique competencies in serving Hispanics. Cultural competence with Hispanics, however, does not supersede the importance of a superintendent's overall effectiveness and ability to meet the needs of all students. Whereas other studies have addressed the significance of cultural competency in other institutions that serve the public, such as the healthcare industry, this study addressed cultural competency in public education. Progressive definitions of cultural competency included ...
Date: August 2013
Creator: Medina, Fernando

An Historical Analysis of Rule and Policy Changes in the Texas University Interscholastic League One-Act Play Contest, 1986-2006, and the Results of Those Changes: Administrator and Teacher Perceptions

Description: The University Interscholastic League (UIL) One-Act Play Contest is a competition where similarly sized Texas schools present an 18-40 minute play usually adjudicated by a single judge. At each level of competition the judge awards individual acting awards as well as selecting two productions to advance to the next level of competition. After the awards are announced the judge gives an oral critique to each of the schools. Because of the wide participation and diversity of plays produced, certain rules and guidelines have been adopted to ensure safety, allow for equity, satisfy legal standards, and make the running of the contest practical. These rules can be modified to achieve positive outcomes and improved educational results. Changes in the rules of a UIL contest are in accordance with stated educational objectives of the UIL. Occasionally, however, modifications in procedures raise questions. The problem of this study was to determine, from the perceptions of administrators and teachers, whether significant modifications in the rules and policies for the UIL One-Act Play Contest over a time span of 20 years have had impacts on the goals and procedures of the contest. The study utilized a qualitative approach through historical analysis and a survey to answer two research questions. Historical analysis identified the six modifications in the UIL OAP over the years 1986-2006. The survey instrument determined the impact of these changes on the goals and procedures of the contest. Based on the responses of the survey the competition experience has been enhanced by recent changes.
Date: May 2010
Creator: Stevens, David Todd