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[Letter from John W. Crain to Jack Davis]

Description: Photocopy of a letter from John W. Crain, associate of the Summerlee Foundation to Jack Davis, co-director of North Texas Institute for Educators on the Visual Arts. The letter is in regards to Crain correspondence with Ron Tyler and secure his commitment to meet with North Texas Institute for Educators on the Visual Arts to discuss a future working relationship.
Date: November 15, 1995
Creator: Crain, John W.
Partner: UNT Libraries Special Collections

A Case Study of Parental Behaviors in an English Language Learner Community Technology Literacy Lab Setting and the Extension of the Behaviors in the Home

Description: The purpose of the study was to describe a family literacy program attempting to teach adult English language learners (ELL) the knowledge and skills that would allow them to support their children's learning at home. The methodology employed was a multi-case study. Fourteen adult participants were interviewed to gather information regarding the factors that influenced the adult participant's ability to support their child's learning prior to participation in the family literacy program. The study focused on the knowledge, skills and attitudes acquired in the literacy program and used to support their child's learning at home and the curriculum and instruction that the participants used to influence their child's learning. The methodology used to gather information included adult English language learner interviews, field observations, and contact analysis of lesson plans. The following conclusions were derived based on analysis of the data: 1. In the family literacy program that was studied, the only prior factor that appeared to influence the parent's ability to support their child's learning was the education level of the participant. 2. Pronunciation, conversation, listening, grammar and writing are are essential skills that ELL parents use to support their child's learning. Attitudes were directly affected by the participants' ability to master the English language in order to be able to guide their children through the U.S. educational system. 3. The curriculum supported the learning; however the instruction was vital to modeling the procedures for learning that the participants used to support their children's success in school. 4. Regardless of other factors such as marital status, occupation, and other variations in family background, all participants based their ability to support their child's learning on their own ability to master the English language.
Date: August 2003
Creator: Preston, Jenny L.
Partner: UNT Libraries

Inter-Rater Reliability of the Texas Teacher Appraisal System

Description: The purpose of this study was to determine the interrater reliability of the Texas Teacher Appraisal System instrument. The performance indicators, criteria, domains, and total instrument were analyzed for inter rater reliability. Five videotaped teaching episodes were viewed and scored by 557 to 881 school administrators trained to utilize the Texas Teacher Appraisal System. The fifty-five performance indicators were analyzed for simple percentage of agreement. The ten criteria, four performance domains, and) the whole instrument were analyzed utilizing Ruder-Richardson Formula 20. Indicators were judged reliable if there was 75 percent or greater agreement on four of the five videotaped exercises. Criteria, domains, and the whole instrument were judged reliable if they yielded a -Ruder-Richardson Formula 20 score of .75 or greater on four of the Based on the findings of this study, the following conclusions v/ere drawn: 1. Forty-eight of the fifty-five performance indicators were reliable in evaluation teacher performance. 2. Seven of the performance indicators were unreliable in evaluating teacher performance. 3. None of the ten performance criteria appeared to be reliable in evaluating teacher performance. 4. None of the four performance domains appeared to be reliable in evaluating teacher performance. 5. The whole instrument was reliable in evaluating teacher performance. 6. Reliability problems with the criteria and domains appeared to be an underestimate of reliability of the Kuder-Richardson Formula 20.
Date: May 1990
Creator: Crain, John Allen
Partner: UNT Libraries