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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

Description: 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.
Date: May 2015
Creator: Applewhite, Gary
Partner: UNT Libraries

A Comparative Study of the Educational Achievement of Two Groups of Seventh Grade Students Matched on the Basis of Intelligence Quotient, One Group from Independent School Districts, the Other from Common School Districts in Young County, Texas

Description: This study is the result of testing conducted on seventh grade students to determine the influence of environment on academic achievement.
Date: August 1939
Creator: Fain, William Floyd
Partner: UNT Libraries

Evaluation of School Units that Affected the Community

Description: This study examines a change from traditional to modern teaching in the Denton, Texas public schools. Issues faced by adminitation and teachers in three examined elementary schools provide information about the implementation of a plan focused on the particular needs of children in the community.
Date: June 1939
Creator: Yarbrough, James Lafayette
Partner: UNT Libraries

Preferences Shown by One Hundred Children in Each of the First, Third, and Fifth Grades of the Gladewater, Texas, Elementary School in Illustrating Six Types of Nature Poems

Description: This thesis indicates the nature poetry preferences of fifth grade elementary school children. Data gathered helped determine the preferred aspect of nature and choices of girls compared to boys.
Date: August 1939
Creator: Fawcett, Genevieve
Partner: UNT Libraries

An Analysis of Appropriate Science Material for the Teaching of Elementary Science in the Jefferson School of Sherman, Texas

Description: The purpose of this study is to investigate the current methods of teaching and the available science material for the teaching of elementary science in order to prepare a proposed plan of instruction for the seventh and eighth grades of Jefferson School for the 1941-1942 school year.
Date: 1941
Creator: Shelton, J. D.
Partner: UNT Libraries

An Evaluation of Twenty Modern Elementary Arithmetic Textbooks

Description: The purpose of this study is threefold: (1) to review briefly important studies and recommendations relating to curriculum construction in elementary arithmetic; (2) to develop a set of criteria for judging elementary arithmetic textbooks; and (3) to apply the criteria to a selected number of elementary arithmetic textbooks.
Date: 1950
Creator: Murphree, Bessie
Partner: UNT Libraries

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

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

An Action Research Study of Community Building with Elementary Students in a Title I School

Description: “In what ways does teaching with folk arts inspired visual arts-based instruction enhance community building among elementary students in a Title I school?” was the primary research question in this study. Agreeing with past and present day research that the construct of community is vital to social and cultural capital, this research attempts to determine how the notion of community benefits both students and teachers in the elementary art classroom. Folk art was utilized because this genre was accessible in terms of locality and familiarity among students and teachers. The purpose of this investigation was to produce teaching strategies and methods that show how community can be formed in the art classroom. The participants were elementary students, Grades 2 and 3, in a Title I school located in Denton, Texas. This investigation was conducted under an action research methodology. This approach to research is intended to be transformational, emergent, and accommodating. I recorded observations, field notes, and conversations from the participants. Emergent themes were discovered through content analysis and conceptual maps. Results from this investigation concluded transformation is only possible if the person wants change to happen. Data also showed that community and art education are symbiotic. Transformation, growth, and cultivation are demands that must be met in order for this relationship to flourish. In addition, data suggested that the role of folk arts-based lessons played a significant role in building community among second and third graders.
Date: May 2014
Creator: Dew, SaraBeth
Partner: UNT Libraries

The Impact of Professional Development on Student Achievement As Measured by Math and Science Curriculum-based Assessments

Description: The purpose of this study was to explore the impact of teacher professional development on student achievement measured by scores on curriculum-based assessments, CBAs. The participants in the study included 260 3rd, 4th, and 5th grade math and science teachers. Teacher participation in professional development courses was collected for curriculum, instruction, differentiation, assessment, technology integration, and continuous improvement credit types. Achievement data for 8,454 students was used: 2,883 in 3rd grade, 2,752 in 4th grade, and 2,819 in 5th grade. The dependent variable of student achievement was dichotomized at the median: half of the student participants scored above the median and half of the students scored at and below the median. A series of logistic regression models were fit to the data that included examining all main effects and interaction terms among all variables to determine the best fitting model. The results of this study indicate that for 4th grade science, teacher professional development participation in curriculum, instruction, and differentiation credit strands increased the chances for students to score above the district median on CBAs. The larger number of professional development hours in a variety of credit strands had a negative impact on student achievement in 4th grade science. In 5th grade science, the students whose teacher spent more hours in professional learning for continuous improvement had an increased likelihood of scoring above the district median on CBAs.
Date: August 2013
Creator: Parish, Deidre A.
Partner: UNT Libraries