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Emotional/Behavioral Disturbance and Speech/Language Disorders: Prevalence of the Dual Diagnoses in a School-Age Population

Description: The purpose of this study was to examine the prevalence of the comorbidity of emotional/behavioral disorders (EBD) and speech/language disorders among those students identified as under The Individuals With Disabilities Education Act criteria as emotionally disturbed and speech impaired. The literature reviewed included clinical and school settings that examined a cooccurrence of language disorders in the EBD population. Other research reported a lack of routine involvement of speech/language therapists in the assessment of the EBD population. Implications from clinical studies suggested a need for greater attention to language disorders in a multi- and interdisciplinary assessment. This study investigated the prevalence of the dual occurrence of EBD and speech/language disorders in Grades 2 through 6 in Texas schools in light of the known research. Relationships in ethnicity and socioeconomic status were examined using chi-square test of independence. Aggregate data were obtained from the database of the Texas Pupil Information Management System and from survey questionnaire responses provided by speech therapists in selected districts. The literature review focused on the impact of language in the development of appropriate personal interactions and communication skills, especially those relevant to pragmatic language factors and the implications of language competency in successful personal living and career roles and supported the importance of language as an important contributor to a person's life success and the correlation of EBD disabilities and speech/language disorders. Social skills instruction, the relationship of language, especially pragmatics, and social competencies for this population are included. The results revealed a relationship between ethnicity and speech/language disorders among the students identified with EBD. In considering the population of students identified as EBD and language disordered, a significant relationship was found between ethnicity and socioeconomic status. Recommendations include suggestions for future research, assessment procedures, classroom interventions, and data collection methods.
Date: May 2000
Creator: Silver, Kathi Olinsky
Partner: UNT Libraries

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
Partner: UNT Libraries

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
Partner: UNT Libraries

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.
Partner: UNT Libraries

Mentoring the first-year superintendent in Texas public schools.

Description: This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences had on novice superintendents influenced whether they chose to mentor another person. Most reported seeking or engaged in a new mentoring relationship. Differences in areas where help was needed among first-year superintendents associated with district size were reported. Assistance in finance was needed regardless of district size, gender, or ethnicity. Superintendents in small districts reported needing assistance in specific skill and knowledge areas. Those in larger districts reported mentor assistance in problem-solving processes to accomplish a task. Differences in needs of first-year superintendents based on gender or ethnicity were identified but generalizations could not be made due to small numbers. ...
Date: May 2002
Creator: McNulty, Rock Edward
Partner: UNT Libraries

Government Funding and Regulation of a Texas Voucher Program

Description: This study was designed to determine how willing private schools are to participate in a limited school voucher program if various state regulations are required and whether willingness to participate varies among types of schools. Provisions of voucher bills proposed in the Texas legislature and requirements included in other states' legislation were used to determine the sample, hypothetical voucher amount, and possible state regulations. Three hundred eighteen surveys were sent, and 150 were returned, giving a 47% return rate. Data were entered into SPSS and analyzed using chi-square and crosstabs. Initially chi square was used to see if findings were significant at the .0041 level. This alpha level was reached by using the Bonferroni correction factor, which holds experiment wise Type I error to .05. Crosstabs was used to determine if relationships between regulation acceptance and type of schools were significant. Overall, as the amount of regulation increased, private school willingness to participate in a voucher program decreased. The regulations rejected by a large majority of schools in all categories were open admissions and student religious exemptions. In the areas of testing, curriculum, and teacher qualifications, private schools were much more willing to participate if they were allowed to utilize their own practices than if required to follow regulations required of Texas public schools. These findings were significant. When analyzing what type of school would be most interested in participating in a voucher program, the factor that yielded the most significant results was amount of yearly tuition. Private school willingness to participate in a voucher program was directly related to the amount of tuition charged. Those private schools with tuitions that were at or below the hypothetical voucher amount were much more likely to participate than those with higher tuition. Overall, significant results were shown with almost every regulation.
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Date: August 2005
Creator: Morgan, Lisa Ann
Partner: UNT Libraries

Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students.

Description: At the beginning of the 21st century, few challenges for educators compared to that of meeting the academic needs of the growing number of limited English proficient (LEP) students. Divergent views on whether those needs were best met through instruction in the student's first language and English, known as bilingual education, or instruction solely in English, compounded the challenge and led to varied language support programs. The present study looked at the prekindergarten (preK) language support program as a predictor of 3rd grade reading achievement of students with the intention of helping educators understand how best to serve LEP students. The study included an analysis of 3rd grade reading achievement for four groups of students with a primary home language of Spanish who attended bilingual or ESL prekindergarten. Multivariate analysis of variance (MANOVA) followed by descriptive discriminant analysis (DDA) was used to analyze scores from the Iowa Tests of Basic Skills (ITBS) reading test and the Texas Assessment of Knowledge and Skills (TAKS) reading test. No statistically significant difference in 3rd grade reading achievement was found among the four groups at the .05 level. There was, however, a small-to-medium effect size. The MANOVA indicated that the group to which the students belonged accounted for 5.5% of the variance in their scores. The DDA revealed the ITBS explained most of the difference in the group performance. The findings suggest that ESL instruction is a viable option to bilingual instruction for LEP preK students.
Date: December 2004
Creator: Vannoy, Martha
Partner: UNT Libraries

Parental Understanding of Discipline Issues, Functional Behavioral Assessment, and Behavior Intervention Plans: Using a State-wide Survey to Examine Parents' Reports Related to Discipline

Description: The Individuals with Disabilities Education Act (IDEA) mandated that each child who qualifies for special education must have an individualized education program (IEP). Disciplinary issues and procedures under IDEA have been a source of concern among parents, schools, and advocates from disability groups. At issue are fundamental concerns about the protection of rights for students with disabilities, which must be balanced with the ability of school personnel to maintain safe school environments that benefits all students. This research examined the four survey questions related to discipline from a state-wide survey conducted by Education Service Center (ESC) Region 9 through a comparison of selected disability categories as they compare to the responses received from parents of students with the disability category of emotional/behavioral disorders (E/BD). In addition, the research examined the open-ended questions from surveys to determine the types of concerns reported by parents. Data accrued from a focus group of parents receiving special education services are also reported. Parents of students identified as having an E/BD rated their understanding of the school's discipline policy lower than parents of students from other eligibility categories. Almost 67% of parents of students identified as having E/BD stated that they knew that their child might be eligible for alternative discipline procedures. Parents of students identified as E/BD reported at a much higher percentage that they were aware that services must be continued if the child was removed from the instructional setting for discipline problems. In a focus group discussion, a majority of the parent's (67%) responded that they felt like they understood the school's discipline policies. When given a chance to respond through an open-ended questionnaire, parents addressed a variety of problems, such as children being continually suspended for behaviors related to their disability or the behavior intervention plan not being implemented.
Date: August 2005
Creator: Davison, Lisa R.
Partner: UNT Libraries

The Reading Together™ cross-age tutoring program and its effects on the English language proficiency and reading achievement of English language learners.

Description: This dissertation provides research and data based on a study of cross-age tutoring and its effects on English language proficiency and English reading achievement of English language learners. The subjects for the study included native Spanish-speakers enrolled in third-grade bilingual classrooms in four elementary schools. The research study focused on the implementation of Reading Together™, a cross-age tutoring program published by The Learning Together Company. The 30-session tutoring program is designed to help English-speaking students progress from decoding words to reading with fluency and comprehension through older students tutoring younger students in a one-to-one setting. This highly structured program is used to provide supplemental instruction to second and/or third-grade students. This study utilized a quantitative approach to compare the results of English language learners who participated in the Reading Together cross-age tutoring program and English language learners who did not participate in the program. A quasi-experimental design was used in the research study. In this design, the treatment group and the control group were selected using specific criteria. Both groups took a pretest and posttest, but only the treatment group received the intervention. The study also determined if there was a relationship between initial language levels and reading gains. The study concluded the following: 1. Cross-age tutoring might possibly be an effective instructional strategy to assist English language learners in improving their oral language proficiency in English. 2. Even though third-grade participants in the cross-age tutoring program did not demonstrate significantly different reading levels from students not participating in the program, cross-age tutoring may still be an instructional strategy to be used with English language learners to assist them in second language reading. 3. Students' initial English oral language proficiency level does correlate to the students' English reading level.
Date: December 2004
Creator: Jennings, Cheryl
Partner: UNT Libraries

The Role of Social Integration in the Persistence of African American Men in College

Description: This qualitative study addressed the experiences of African American males attending a predominantly White university as undergirded by the social integration aspects of Tinto's model of academic and social integration. The methodology was case study. Sixteen semi-structured interviews were held with currently enrolled seniors to capture the lived experiences of their reasons for attending college as well as major influences that contributed to their persistence decisions. The results revealed emerging themes of positive and negative family influence, religious beliefs, and a sense of self-efficacy as instrumental factors for the students' persistence. The level of social integration tended to differ by the age classification (traditional college-going versus non-traditional college student) and by the level of parental education. The components of the social integration model, as developed by Tinto contributed little to the sample's persistence decisions when compared to the themes presented during the interviews. Three observations emerged from the data: (1) The experiences of the non-traditional aged participants were different from the traditional aged college student experiences; (2) Although the participants experienced varying levels of social integration, for most of the 16 students, their persistence decisions were influenced more by their positive and negative relationships with family, religious beliefs, and sense of self-efficacy than by their interactions with peers and faculty and involvement in extracurricular activities; (3) the responses of the participants enriched and broadened the scope of Tinto's model as well as the current literature pertaining to persistence.
Date: May 2011
Creator: Garrett-Spencer, Jacqueline
Partner: UNT Libraries

A Legal Analysis of Litigation Against Oklahoma Educators and School Districts under the Oklahoma Governmental Tort Claims Act

Description: This dissertation analyzed public court decisions in cases against Oklahoma school districts and their employees involving sovereign immunity claims filed under Oklahoma's Governmental Tort Claims Act. The questions addressed were: (1) How have the Oklahoma courts interpreted the Governmental Tort Claims Act, (Okla. Stat. tit. 51 § 151 et seq.) in litigation against school districts and their employees? (2) What are the limits of immunity protection for Oklahoma school districts and their employees? (3) How has the statute of limitations in Okla. Stat. tit. 51 § 156 and Okla. Stat. tit. 51 § 157 been applied to Oklahoma educators in tort litigation? This dissertation utilized legal research as the methodology to answer the research questions. Chapter II provides a review of existing literature regarding sovereign immunity in the United States. Chapter III is a comprehensive study of Oklahoma sovereign immunity cases filed against Oklahoma school districts and educators under the Governmental Tort Claims Act with regard to negligence, corporal punishment and the statute of limitations. Chapter IV discusses the findings of the analysis of cases in Oklahoma and the amount of protection afforded to Oklahoma school districts and educators.
Date: May 2010
Creator: Lacefield, Kevin Lee
Partner: UNT Libraries

A study of the relationships between personality as indicated by the Myers Briggs Type Indicator and leadership strengths and weaknesses as identified by Skillscope

Description: The purpose of this study was to improve the quality of information used in leadership assessment and development programs. The study determined the relationships between personality type, as indicated by the Myers-Briggs Type Indicator (MBTI), and leadership strengths and developmental needs as measured by Skillscope. The study also determined the relationships between personality type and congruence between self-awareness of strengths and developmental needs and ratings by knowledgeable observers. The discriminate analysis of the Skillscope leadership feedback instrument compared with the selected personality types revealed that personal management was a strength for both ISTJs and ESTJs. The decision-making skill was a strength for ISTJs, and power/influence was determined to be a strength for ESTJs. The high energy/results oriented skill was determined to be a developmental need for ISTJs. There was agreement between ENTJs and other raters as they both saw interpersonal relationships as a strength for that type. INTJs underrated themselves in interpersonal relationships, and ISTJs underrated themselves in decision-making. Further study is recommended to expand the general body of knowledge of leadership development research. Of particular concern are methods to identify and explore developmental needs of leaders and how those needs can be addressed in training programs. Three hundred sixty degree feedback instruments should be further analyzed in an effort to explain the differences between raters. Of concern is the high percentage of ISTJ types, which reveals a need to expand research to include significant numbers of other personality types. Consideration should be given to studies that identify the unique contributions of gender to leadership skills and development, and the impact culture has on leadership in organizations. Although statistically significant research is difficult to obtain in the behavioral sciences, the effort is worthwhile as it provides information that allows leadership development decisions to be made based on dependable data.
Date: May 2001
Creator: Cunnyngham, Hal F.
Partner: UNT Libraries

Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression.

Description: The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was taking, and the semester exam grade and semester average in the course related to the test. The standards of success or passing were making a 70% or higher on the mathematics, 88% or higher on the reading, and 76% or higher on the writing portion of the exam. The higher passing standards maintained a pass/fail dichotomy and simulate the standard on the new Texas Assessment of Knowledge and Skills Exit Level Exam. The use of the algorithms can assist school staff in identifying individual students, not just groups of students, who could benefit from some type of academic intervention.
Date: August 2004
Creator: Rambo, James R.
Partner: UNT Libraries

The Effects of Teacher Certification on Freshman High School Students' Algebra I Achievement

Description: The purpose of this study was to determine whether students taught by certified teachers and those taught by uncertified teachers had significantly different achievement on a state Algebra I End of Course examination. The specific research questions were: (1) Does type of teacher certification impact Algebra I End of Course (EOC) Exam scores for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores and teachers' years of experience? (2) Does type of teacher certification impact Algebra I End of Course (EOC) Exam passage rates for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores, socio-economic status, ethnicity, gender, and teachers' years of experience? This research was conducted in a large north Texas suburban school district. The entire population (N=1,433) of freshman students enrolled in year-long Algebra I was included for this study. Three statistical tests were used in data analysis for the first question. Analysis of covariance using student as well as teacher as the unit of analysis and hierarchical multiple regression were used to analyze students' specific scores. Logistic regression was used for the second research question. This study found that students in classes with non-certified teachers scored eight points lower on the Algebra I EOC Exam than those in classes with certified teachers. However, when controlling for students' prior mathematics achievement and other variables, the difference was of no practical significance. There was no practical significance in a student's odds of passing the examination between students in certified teachers' classrooms and those in uncertified teachers' classrooms. The results of this study offer further understanding of the debate over type of certification.
Date: May 2004
Creator: Ringrose, Laura Chamberlin
Partner: UNT Libraries

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.
Partner: UNT Libraries

School Authority Over Off-Campus Student Expression in the Electronic Age: Finding a Balance Between a Student's Constitutional Right to Free Speech and the Interest of Schools in Protecting School Personnel and Other Students from Cyber Bullying, Defamation, and Abuse

Description: In Tinker v. Des Moines Independent School District, the Supreme Court ruled that students have speech rights in the school environment unless the speech causes or is likely to cause 1) a substantial disruption, or 2) interferes with the rights of others. The Supreme Court has yet to hear a case involving school officials' authority to regulate electronically-delivered derogatory student speech, and no uniform standard currently exists for determining when school authorities can discipline students for such speech when it occurs off campus without violating students' First Amendment rights. The purpose of this dissertation is to examine 19 federal and state court decisions in which school authorities were sued for disciplining students for electronically delivered, derogatory speech. Eighteen of these cases involved student speech that demeaned or defamed school teachers or administrators. Only one involved speech that demeaned another student. Each case was analyzed to identify significant factors in court holdings to provide a basis for the construction of a uniform legal standard for determining when school authorities can discipline students for this type of speech. The full application of Tinker's first and second prongs will provide school officials the authority needed to address this growing problem while still protecting legitimate off-campus student cyber expression. Predictions of future court holdings and policy recommendations are included.
Date: December 2010
Creator: Dryden, Joe
Partner: UNT Libraries

The relationship between the TeacherInsight™ interview scores and student performance as measured by the Texas Growth Index.

Description: In their efforts to make the selection and hiring process more efficient, school administrators utilize teacher selection instruments such as the Web-based TeacherInsight™ assessment tool (The Gallup Organization, Princeton, NJ). Tools such as these instruments are now used regularly by school systems across the nation to assess teachers regarding their knowledge, talents, skills, attitudes, and values. According to Gallup, the TeacherInsight is a predictor of teacher talent and is based on 12 themes. This study utilized 132 elementary and secondary teachers and approximately 4,500 students currently enrolled in Grades 3 through 11 to determine if the TeacherInsight is a predictor of student achievement. This study considered: (1) the relationship between the TeacherInsight and student achievement as measured by the Texas Growth Index (TGI); (2) the relationship between teacher characteristics (years of experience, level [primary or secondary], gender, age, degree) and the TeacherInsight instrument; (3) the relationship between teacher characteristics (years of experience, level [primary or secondary], gender, age, degree) and student achievement as measured by the TGI; and (4) the relationship between student classifications (limited English proficient, economically disadvantaged, at-risk) and student achievement as measured by the TGI. The analyses found a very weak positive relationship between the TeacherInsight and student achievement using the TGI in the subjects of English/ reading and math. Additional analysis based on levels (primary and secondary) between TeacherInsight scores and TGI values were not significant. Teacher characteristics were poor predictors of scores on the TeacherInsight. Of the characteristics, years of teaching experience was the strongest predictor of scores on the TeacherInsight. Although the overall analyses indicated significant relationships, they were very weak for both English/reading and math. Teacher characteristics were also poor predictors of student achievement. Again, the overall analysis indicated a significant but weak relationship for both English/reading and math. When considering the relationship ...
Date: August 2007
Creator: Koerner, Robert Jacob
Partner: UNT Libraries

Perceptions of importance of diagnostic competencies among educational diagnosticians.

Description: This research was two-fold in its purpose: the first purpose being to assess the perceived relevance of the current state competency standards adopted in Texas by the State Board for Educator Certification (SBEC) as they apply to the work of the educational diagnostician and the second being to examine the diagnostician's perceived ability of training institutions to prepare professionals for the field of special education evaluation. This study examined the perceptions of educational diagnosticians (N = 432) through the use of a survey instrument. Specifically the survey instrument was designed to assess diagnosticians' perceptions of importance of the SBEC competencies to special education evaluation in general, and to their practice in particular; the frequency with which they use the competencies; and their degree of training to meet the demands of the competencies through their preparatory program. Results indicate variability with regard to the perceived importance of the competencies and the degree of preparation to meet the demands of the competencies in practice.
Date: May 2007
Creator: Cavin, Lisa Lyle
Partner: UNT Libraries

Practices and Policies in High Schools to Prevent Educator-to-Student sexual Misconduct: A Principal's Study of Knowledge and Experiences

Description: The purpose of this study was to investigate high school policies and procedures that address educator sexual misconduct. High school principals completed an online questionnaire which addressed administrator knowledge of state and federal laws and regulations; knowledge of district policies and procedures; experience with educator sexual misconduct; training and communication available in their schools and school districts for staff, parents, and students; the policies and procedures in place in secondary schools to prevent educator sexual misconduct; and related problems that are reported to school administrators. Responses were compared by school size, community type, and Title I eligibility. The findings of the study revealed that principals feel they have knowledge of the federal and state laws and regulations, as well as the district policies and procedures. However, principals reported a lack of specific policies addressing sexual harassment and discrimination of gay, lesbian, bi-sexual, and transgender students; training for students and teachers in recognizing and responding to sexual misconduct; and sexual misconduct related to students with disabilities. In addition, most principals stated that their schools have not surveyed students to determine the extent of sexual harassment on the campus. Principals of the largest schools and the urban and suburban schools were more actively involved in educator-to-student sexual misconduct investigations.
Date: December 2010
Creator: Spain, Carolyn
Partner: UNT Libraries

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.

Description: 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.
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Date: May 2002
Creator: Harris, Steven A.
Partner: UNT Libraries

A study of computer technology use and technology leadership of Texas elementary public school principals.

Description: The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETS*A standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETS*A standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETS*A standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on ...
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Date: May 2006
Creator: Weber, Mark J.
Partner: UNT Libraries

The Effects of the Recapture Provision of Senate Bill 7 of 1993 Upon the Quality of Schools: an Analysis of Perceptions of Administrators in Both Chapter 41 and Chapter 42 Schools.

Description: The purpose of this 4-case study was to determine the significance of the effects of the recapture legislation in Texas upon the quality of schools as perceived by administrators in participating school districts, including those surrendering funds (Chapter 41) and those receiving funds (Chapter 42). The recapture provision requires districts above a designated level of property wealth to surrender excess funds to be appropriated to districts with property wealth below a designated level. The study solicited administrators’ perceptions in both district types as to whether the changes in funding have significantly affected the quality of their schools. Using University Scholastic League classifications as a guideline for size, 2 Chapter 41 districts, and 2 Chapter 42 districts, 1 small and 1 large of each type, were selected to participate. Variables included 5 indicators of schools quality that are repeatedly mentioned in literature concerning effective schools: curriculum, climate, leadership, facilities, and safety and security. A review of literature included the historical development of public school finance systems as well as studies of the effects of efforts to equalize funding upon both the financial health and academic performance of schools. A weak link or no link between funding systems and student performance or financial health was indicated. This study supported these conclusions with both Chapter 42 districts; however, there was a discrepancy between the perceptions of administrators in the two Chapter 41 districts, indicating a need for further study. The unique aspects of this study are that it solicited directly the perceptions of acting administrators and that it included administrators in districts receiving funds to determine how those funds are being used and whether they have a significant effect upon school quality.
Date: August 2008
Creator: Warren, Susanne Steele
Partner: UNT Libraries

From Block to Traditional Schedule: The Impact on Academic Achievement, Attendance Rates, and Dropout Rates

Description: The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.
Date: May 2008
Creator: Schott, Patrick W.
Partner: UNT Libraries

Principals' Leadership Beliefs: Are Personal and Environmental Influences Related to Self-Efficacy?

Description: The purpose of this study was to determine if there was a relationship between principal self-efficacy and personal characteristics, school conditions, and professional preparation among a selected group of Texas, public school principals. The survey instrument included the Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Garies in 2004, and other items. The survey instrument was electronically distributed to a random sample of 965 Texas, public school principals. From that population, 289 principals completed the survey for a response rate of 30%. Statistical Package for the Social Sciences (SPSS) was used for the analyses which included descriptive statistics, correlations, and analysis of variance. Additionally, factor analysis and reliability were calculated for the PSES. The factor structure and reliability found in this study closely mirrored the results of earlier investigations, providing further support for the reliability and validity of the PSES. Out of 12 variables examined in relation to principal self-efficacy, a statistically significant relationship was found for gender, years of teaching experience, level, SES, parental involvement, and student discipline. However, all six of the statistically significant variables had a small effect size indicating limited practical significance. The results of this study support the need for continued research of principal self-efficacy beliefs. Principal self-efficacy research may help explain the relationships between effective principals and effective schools.
Date: December 2008
Creator: Nye, Gary D.
Partner: UNT Libraries