Partner
UNT Libraries
153
UNT Libraries Government Documents Department
141
Oklahoma Historical Society
40
Sterling Municipal Library
14
Hondo Public Library
10
UNT Libraries Special Collections
8
Abilene Christian University Library
7
Nellie Pederson Civic Library
7
Livingston Municipal Library
7
Sweetwater/Nolan County City-County Library
7
39 More
Collection
Texas Digital Newspaper Program
156
UNT Theses and Dissertations
133
Office of Scientific & Technical Information Technical Reports
59
Tocker Foundation Grant
57
Oklahoma Digital Newspaper Program
40
Texas State Publications
28
Texas Register
25
The Baytown Sun
14
Federal Communications Commission Record
14
The Oklahoma City Times
12
75 More
Degree Department
Department of Teacher Education and Administration
58
Department of Counseling and Higher Education
8
Department of Counseling, Development and Higher Education
7
Department of Learning Technologies
7
College of Education
5
Department of Educational Psychology
5
Department of English
4
Department of Technology and Cognition
4
...
3
Department of Anthropology
3
21 More
Degree Discipline
Degree Level
Decade
Month
Language
477 Matching Results
Results open in a new window/tab. Unexpected Results? Search the Catalog Instead.
Results:
1 - 24 of
477
next
Characteristics of College Level ESL Administrators
While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.
Date:
December 1994
Creator:
Shipper-Cordaro, Paula (Paula C.)
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Investigating incidental vocabulary acquisition in ESL conversation classes.
This study examined incidental receptive and productive vocabulary gains within conversation-class interactions. Eleven Mexican learners of English attended four videotaped conversation lessons where 40 target words were incorporated in different types of exposure. Stimulated recall interviews with students highlighted the effect of cognates, learners' access to passive vocabulary, and use of their vocabulary knowledge in learning related words. Posttests revealed a correlation between frequency and receptive/productive gains. Mean scores showed that words mentioned with synonyms were learned most often, followed by task-essential words and last those mentioned without explanation. A two-way ANCOVA revealed main effects for cognates, and a statistical interaction between cognate status and types of exposure. A statistical correlation was found between receptive and productive gains. Aptitude scores correlated with productive gains but not with receptive gains. The results provide implications for ESL teachers who consider incidental learning of vocabulary within their conversation lessons.
Date:
December 2009
Creator:
Mohamed, Ayman Ahmed Abdelsamie
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
A Comparative Study of ESL Student Attitudes Towards Computer Assisted Learning
Secondary English as a Second Language (ESL) students commonly face obstacles that put them at greater risk for learning gaps in computer assisted learning (CAL). These obstacles include but are not limited to computer attitudes, computer self-efficacy, digital empathy, and connectivity gaps. Student attitudes towards computers as learning devices play an important role in reducing learning loss. This study intended to identify the underlying causes of ESL learning gaps in CAL by studying students' attitudes toward computers as learning tools. The study used a mixed method approach by collecting self-reported data from the Computer Attitude Questionnaire (CAQ) to compare ESL students verse native English-speaking students' computer attitudes. Three hundred sixty-nine secondary students successfully completed the CAQ for the purpose of this study. Of the eight subscales, four produced statistically significant findings. These include Computer Enjoyment (J), Empathy (E), Computer Anxiety (CA), and School Enjoyment (SC). Demographic factors were also analyzed which found that female ESL students have higher levels of empathy compared to their male counterparts. Additionally, 9th grade students reported better study habits and an increased perception of computer importance. Each of the subscale findings along with demographic factors, and qualitative results showed that ESL students are at a …
Date:
December 2022
Creator:
Davis, Taylor R.
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
The Effect of Using Class Discussion as a Pre-Writing Activity in Teaching Composition to ESL Students
This study examines the effect of class discussion as a pre-writing activity on actual writing performance. The experiment was conducted with all the Level 3 and Level 4 students enrolled in the Intensive English Language Institute of North Texas State University in the Spring, 1986 semester. Cochrans C test was performed to test significant differences between groups at the beginning of this test. Multivariate analysis of variance tests were used to determine the treatment effect between and within groups, and a matched t-test was also utilized to analyze the difference within tests. Pearson product moment correlation coefficient was calculated to determine the relationship between the discussion activity score and the actual writing score. Analysis of covariance tests were used to determine which variance of discussion activities had greater effect on the actual writing score.
Date:
December 1986
Creator:
Bang, Hwa-Ja Park
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
U.S. International ESL Students' Experiences with and Perceptions of Utilizing Mobile Technologies for English Learning
The purpose of this research was to examine ESL (English as a second language) students' current use of their mobile phones for English skill building activities outside of class in a U.S. school setting. In addition, this research reported on students' perceptions of the potential benefits of using smartphones in class for English learning. Also learners' current English related activities using mobile devices and time duration of using different phone features were studied. The literature review included smartphones, computer education, mobile learning, mobile assisted language learning (MALL), computer assisted language learning (CALL), theories of second language learning, second language learner attributes and the use of smartphones outside the classroom. An electronic survey was used to collect the quantitative data which were analyzed by descriptive and inferential statistics. The results concluded that students used mobile applications on a daily basis to read and write email, read books and news, check a dictionary, talk, text and video chat. Students used mobile phones outside of class to improve the English skills listed in the survey and the same participants perceived the potential benefits of using smartphones in class for the same English skills. Among the English skills, vocabulary exercises, finding example sentences of …
Date:
December 2017
Creator:
Zhu, Shanyuan
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers.
Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the survey, 32 students volunteered for group interviews to further explain their preferences. Results indicated that adult ESL students have a general preference for NESTs over non-NESTs, but have stronger preferences for NESTs in teaching specific skill areas such as pronunciation and writing. There was not a significant difference between immigrants' and refugees' general preferences for NESTs over non-NESTs based on immigration status.
Date:
December 2004
Creator:
Torres, Julie West
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Cross-Pollinating Culturally Sustaining Pedagogies and Systemic Functional Linguistics in English as a Second Language (ESL) Classrooms
This exploratory case study research was conducted with a view to exploring how teachers teaching emergent bilingual students in ESL programs can enact the principles of culturally sustaining systematic functional linguistics (CS SFL), such as critical centering, historicizing, curricularizing, teaching and learning cycle (TLC), and semantic waving in their classrooms. Two middle school teachers participated in the study and used CS SFL principles to teach their emergent bilingual students. I gathered data for the study through non-participatory observations, semi-structured interviews, informal talks with the teachers, usually right after their classes, and artifacts from teachers and students. The thematic analysis of the data demonstrated that teachers could recognize their students' ways of knowing and being by (a) translanguaging between English and Spanish seamlessly in their classrooms; (b) centering their students' lifeways, prior knowledge, and lived experiences by making them the parts of their curricula; (c) using TLC for creating dialogic interactions between teachers and students and among students; (d) positioning their students through strength perspectives; and (e) using multimodal and multi-semiotic means of communication so that their students can understand their content area knowledge and express their ideas even if their English language is emerging. The teachers faced tensions about whether …
Date:
December 2023
Creator:
Rana, Lal Bahadur
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
English Learner Instructional Programs in Texas Charter Schools: Perspectives of Instructional Leaders in Their Selection of Bilingual/ESL Programs
There are 184 active charter school districts in Texas, which use public tax dollars like traditional school districts, providing educational opportunities to over 350,000 Texas students. Charter schools accept state and federal funds and often operate with less oversight than their neighboring local public schools, yet they have the autonomy to accomplish the mission(s) set forth by the charter school operator. Although there have been numerous studies looking at the effectiveness of charter schools in terms of student achievement, very little research has been on the programs that charter schools implement to address the needs of their English learner populations. This study examined charter school leaders' perceptions in the selection of the EL instructional programs that are offered to their English Learners. Interviews of district bilingual/ESL directors of Texas charter schools, or their equivalents, were conducted. Using a constructivist grounded theory design, this study explored the factors and decisions of instructional leaders in implementing a particular second language program, with special attention to the ideologies informing these decisions. Themes emerged from the data and were be explored. The findings of this study are vital in helping other charter school operators better understand the challenges and potential pitfalls faced by current …
Date:
December 2021
Creator:
Navarrete, Jesús Leopoldo
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Perceptions of preparedness and practices: A survey of teachers of English language learners.
Mainstream teachers who obtained their English as a second language (ESL) certification by exam only are faced with increasing numbers of English language learners (ELLs) in their classrooms. Decreasing standards for teacher ESL certification and increasing accountability for ELLs has made teachers' role in effectively increasing the language and academic skills of ELLs an area of major concern. This study used a survey and focus group interviews to obtain information regarding ESL-certified fourth- and fifth-grade teachers' perceived preparedness, practices and resources needs related to meeting the academic and language needs of ELLs in general education classrooms. The results indicated that teachers reported differences in their perceived preparedness based on years teaching experience, years of ESL certification, professional development hours, and university ESL courses, but not on certification route. The results also showed that teachers reported differences in their sheltered instruction practices based on the percentage of ELLs, but not on grade, instructional design, or preparedness. The correlation analysis revealed there is a positive correlation between preparedness and sheltered practices. The study revealed that while teachers are using strategies that make content lessons accessible and comprehensible to ELLs, they are often not specifically addressing the academic language development of their students. …
Date:
December 2007
Creator:
Matson, Jill Lynn
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
An Anatomy of China's Energy Insecurity and Its Strategies
China’s energy insecurity largely originates from its constrained availability, questionable reliability, and uncertain affordability of its oil supplies. The country’s fast industrialization and urbanization, together with demand for infrastructure and increasing popularity of automobiles, requires a lot of energy, but it consumes energy both intensively and inefficiently, threatening the environmental well-being of China and its neighbors. China’s risk aversion and poor energy policy making system further magnifies its perceptions of the low availability, reliability and affordability of oil imports, which further compounds its sense of energy insecurity. Distrustful of the market, and suspicious of other major energy players in the international market, the Chinese leadership relies on the state-centered approach, or economic nationalism, rather than a market approach to enhance its energy security. However, the country lacks not only an energy policy making system that can make and implement sound energy policies but also an energy market that relies on market prices to allocate energy resources efficiently. As a result of this domestic failure, China has pushed its national flagship companies to undertake a global scavenger hunt for energy while muddling along a messy road of energy reform at home. Setbacks in acquiring new sources of oil have validated the …
Date:
December 6, 2005
Creator:
Kong, Bo
Object Type:
Report
System:
The UNT Digital Library
An Exploration of Elementary L2 Learners' Use of Metacognitive Strategies
This multiple case study examined the experiences of elementary L2 learners who received instruction in either reciprocal teaching or the think aloud strategy (TAS), and identified patterns of use that emerged from participants' employment of the strategies. The three L2 participants took a pre- test and a posttest, were recorded using the strategies, and responded to interview questions about the strategies. Using qualitative data analysis techniques, four themes emerged from analysis of the data, including; talking like a teacher, I know what I know, established strategies, and declines to use the steps in the strategy. Implications from these findings suggest that the discussion facilitated by reciprocal teaching assists elementary L2 participants in better understanding the text and also supports their language acquisition, whereas TAS does not facilitate discussion. Further, even though reciprocal teaching promotes discussion, teacher assistance during discussion is necessary. Finally, it is essential that teachers are mindful of students' understandings of topics and the difficulty of texts used when students are learning the strategies.
Date:
December 2018
Creator:
McNeel, Michele E.
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
An Examination Of Three Texas High Schools' Restructuring Strategies That Resulted In An Academically Acceptable Rating
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 …
Date:
December 2011
Creator:
Massey Fields, Chamara
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Welfare Reform: More Information Needed to Assess Promising Strategies to Increase Parents' Incomes
A letter report issued by the Government Accountability Office with an abstract that begins "Following major welfare reform in 1996, the number of families receiving cash assistance was cut in half to 2 million. While many former recipients now rely more on their earnings, they often work at low-wage jobs with limited benefits and advancement opportunities. To better understand how to help these individuals and their families attain economic self-sufficiency, GAO is reporting on (1) strategies designed to increase income for TANF recipients through employment; (2) the key factors related to implementing and operating such strategies; and (3) actions the Department of Health and Human Services (HHS) has taken to facilitate the use of these strategies. GAO consulted experts to gather information about promising strategies and visited 26 programs."
Date:
December 2, 2005
Creator:
United States. Government Accountability Office.
Object Type:
Report
System:
The UNT Digital Library
An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language
The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
Date:
December 1986
Creator:
Childress, Anita Gaye
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Exploring Thai EFL University Students' Awareness of Their Knowledge, Use, and Control of Strategies in Reading and Writing
The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language …
Date:
December 2006
Creator:
Tapinta, Pataraporn
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom.
This study provides quantitative and qualitative data about the effects of using children's literature with adolescents in a language classroom and the role of children's literature in students' second/foreign language development, including listening, speaking, reading, and writing skills. The study presents qualitative data about the role of children's literature in developing more positive attitudes toward reading in the second/foreign language and toward reading in general. With literature being a model of a culture, presenting linguistic benefits for language learners, teaching communication, and being a motivator in language learning, this study presents empirical data that show that inclusion of children's literature in adolescents' second/foreign language classroom promotes appreciation and enjoyment of literature, enhances the development of language skills, stimulates more advanced learning, and promotes students' personal growth.
Date:
December 2006
Creator:
Belsky, Stella
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Developing Culturally Responsive Literacy Teachers: Analysis of Academic, Demographic, and Experiential Factors Related to Teacher Self-efficacy
This mixed-methods study examined teachers' culturally responsive teaching (CRT) self-efficacy beliefs and the relationships among selected academic, demographic, and experiential factors. Guided by theoretical and empirical research on CRT, teacher dispositions, and assessment in teacher education (TE) programs for culturally and linguistically diverse (CLD) students, this study utilized an extended version of Siwatu's 2007 Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale to conduct correlational and comparative statistical analyses. Data sources included surveys from 265 participants enrolled in TE classes in the spring 2012 in Texas (one private and one public university). Content analyses were also conducted on participants' descriptions of CRT activities using a priori and inductive coding methods to triangulate and elaborate the explanation of quantitative results. In this population, those with higher CRTSE were typically young (undergraduates), specializing in ESL and bilingual certification coursework, who felt their TE program prepared them well for working with CLD student populations. Regression analyses showed that certain certification areas (ESL, bilingual, elementary, and advanced) and perceptions of better quality in TE program preparation for working with CLD students emerged as significant predictors of increased CRTSE. Those with second language skills were more efficacious in delivering linguistically-responsive instruction, and those professing more experiences with …
Date:
December 2012
Creator:
Sarker, Amie
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students.
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 …
Date:
December 2004
Creator:
Vannoy, Martha
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Bilingual Educators' Practices for Supporting Hispanic Bilingual Students' Success in School
This narrative inquiry study sought the voices of bilingual teachers through their lived experiences in relation to the success of Hispanic emergent bilinguals in schools. Two research questions guided the study: (1) What practices do bilingual educators consider important in helping Hispanic emergent bilingual students succeed in schools? and (2) How do bilingual teachers negotiate the curriculum and school structures to support Hispanic bilingual students' success in their classrooms? Two theoretical frameworks were used. Constructivism provided the structure for honoring the lived experiences of these teachers and culturally relevant pedagogy provided the lenses of culture, funds of knowledge, and deep sociolinguistic awareness. The use of narrative inquiry as a methodology affirmed the bilingual teachers' voices as important and authoritative sources of knowledge. Semi-structured interviews and classroom observations allowed the participants to engage as storytellers about their history and experiences that contributed to answering the questions. Three resonant reverberations emerged from the analysis: (a) the emerging rhythms of the classroom; (b) the realms of instructional and learning design; and (c) the orientation towards a culturally relevant pedagogy. These major findings revealed that teachers were student-oriented while also being content-oriented. They designed a positive learning environment by tapping into their students' funds …
Date:
December 2022
Creator:
Marcum Lerwick, Ana Patricia
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
The Effect of Parent English Literacy Training on Student Achievement.
When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is in fact, oppressing ELL students. One district in Texas The study involved ELL students in grades 1-12 in a school district in North Central Texas that uses its family literacy center as an intervention to aid ELL families in English language acquisition. Students fell into three categories: students and parents who attend the family literacy center English classes, students whose parents attend the family literacy center English classes but the students do not attend, and students and parents who do not attend the family literacy center English classes. The quantitative data for the study were reading and math Texas Assessment of Knowledge and Skills (TAKS) and …
Date:
December 2005
Creator:
Clayton, Christina Dick
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School
This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the …
Date:
December 2002
Creator:
Curtin, Ellen Mary
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
The Perception and Viability of English Corner on the American Campus
International students are often under considerable pressure from language barriers, culture shock, social isolation and lack of social support in American universities. Those stressors often discourage international students as ESL learners from practicing English with native students on campus. Based on Krashen & Terrell’s subconscious acquisition and conscious learning hypothesis, Vygotsky’s Zone of Proximal Development , Cummins’ Basic Interpersonal Communication System (BICS) and Cognitive Academic Language Proficiency (CALP), Horwitz’s language anxiety and Oxford’s indirect learning strategies , this study explores how international students and American students, respectively, perceive English Corner and whether English Corner could be an applicable out-of-class learning environment for international students to practice English and socialize with American students on American campuses. English Corner refers to regular meetings that English learners in Mainland China voluntarily organize in public places to practice spoken English. A survey was conducted on language learning strategies, socialization, acculturation, autonomy and English Corner among international students and native students at the University of North Texas. The questionnaires were adapted from Oxford and Nyikos’ study as to what variables affect choice of language learning strategies, Iheanacho’s study as to how international students use the Morris Library at the University of Delaware and their perception …
Date:
December 2014
Creator:
Hu, Jiaying
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Characteristics of Successful Texas Schools Which Predict Components of an Adequate Education.
Access:
Use of this item is restricted to the UNT Community
The purpose of this study was to identify high performing school districts in Texas and to determine if there are different characteristics leading to the provision of an adequate education in high performing districts as compared to low performing districts. It specifically sought to determine which characteristics contributed most to an adequate education and used data from the Texas Academic Excellence Indicator System (AEIS) which chronicled scores on the Texas Assessment of Academic Skills (TAAS). The population for this study consisted of all 2001-2002 Texas public school districts with the exception of charter schools, special-purpose statutory districts, and state-administered districts, which resulted in using data from 1027 Texas school districts. Descriptive discriminant analysis was chosen as the method for statistical analysis. Data were obtained from the Texas Education Agency (TEA). Adequate and inadequate districts were analyzed according to eight variables. They were (1) taxable value per pupil, (2) the percentage of special education students, (3) the percentage of students coded as bilingual and ESL, (4) pupil-teacher ratio, (5) the size of the district, (6) the percentage of economically disadvantaged students in the district, (7) the district community type, such as rural or suburban, and (8) the total operating expenditures per …
Date:
December 2005
Creator:
Ryan, Robin S.
Object Type:
Thesis or Dissertation
System:
The UNT Digital Library
Modeling of hydrologic conditions and solute movement in processed oil shale waste embankments under simulated climatic conditions. Final report, November 1995
A study is described on the hydrological and geotechnical behavior of an oil shale solid waste. The objective was to obtain information which can be used to assess the environmental impacts of oil shale solid waste disposal in the Green River Basin. The spent shale used in this study was combusted by the Lurgi-Ruhrgas process by Rio Blanco Oil Shale Company, Inc. Laboratory bench-scale testing included index properties, such as grain size distribution and Atterberg limits, and tests for engineering properties including hydraulic conductivity and shear strength. Large-scale tests were conducted on model spent shale waste embankments to evaluate hydrological response, including infiltration, runoff, and seepage. Large-scale tests were conducted at a field site in western Colorado and in the Environmental Simulation Laboratory (ESL)at the University of Wyoming. The ESL tests allowed the investigators to control rainfall and temperature, providing information on the hydrological response of spent shale under simulated severe climatic conditions. All experimental methods, materials, facilities, and instrumentation are described in detail, and results are given and discussed. 34 refs.
Date:
December 31, 1995
Creator:
unknown
Object Type:
Report
System:
The UNT Digital Library