The purpose of this study was to identify the personality traits of effective elementary bilingual/ESL teachers, to identify the personality traits of effective traditional elementary teachers, and to compare the two groups.

This study examined the professional networking of North and West Texas public school superintendents. It looked at how these superintendents professionally network, use professional organizations in networking, and how they extend opportunities beyond the organizations to gain knowledge and information about their demanding and stressful responsibilities. Lastly, it looked at superintendents in the field on whom others rely for knowledge and understanding. Surveys were mailed out to 443 North and West Texas public schools. Only the superintendents from those districts were asked to complete the survey. This limitation was desired to restrict the population to only the superintendents of schools, thus focusing the study on the professional networking of only superintendents. Three hundred sixty (360) superintendents responded to the survey, a return rate of 81.3%. This research concluded that superintendents professionally network by communicating through monthly meetings, organizational conferences or meetings, or email. Their networks are facilitated through communication, contacts, location, longevity, and organizational associations. These organizations provide the superintendent's primary network contact. The number of contacts in a network is usually a small group of 5 to 9 professionals who are known from longevity in the profession, prior educational positions, similar district size, being located in or near a …

The problem of this study was to determine the change in public support which would occur due to a public school district's going through a strategic planning process and then the implementation of specific action plans. The purpose of the study was to demonstrate that the public support necessary to assure adequate funding for the district's programs could be gained by involving the community in a broad-based planning effort and by demonstrating a concerted effort to implement the actions required by the plan.

The primary questions addressed in this dissertation are whether race-based admissions policies in charter schools are constitutionally permissible, and if not, how could an admissions policy be designed so that it would promote school diversity without violating the law? These questions are important because there are significant numbers of philosophers and scholars who hypothesize that student body diversity not only enhances educational outcomes but also is a necessary component of civic education in a liberal democracy. The researcher takes no particular stance on the benefits of educational diversity, focusing instead on the constitutional questions raised by the use of race-sensitive policies in the interest of diversity. The primary methodology used throughout is legal research, though the literature review includes references to political philosophers and social scientists as well as primary legal sources. Chapter I outlines the most frequent arguments made in favor of school diversity and suggests that the judicial philosophy expressed by the Supreme Court over the last twenty-five years has moved away from the philosophy expressed in Brown v. Board. In Chapter II, Supreme Court precedent on affirmative action policies is analyzed, focusing mainly on the decision of the divided Court in University of California Board of Regents …

This qualitative research study investigated the role of the principal in implementing change in the professional development school (PDS). The study involved 7 elementary schools and 4 school-university collaboratives in the Texas network of 17 Centers for Professional Development and Technology (CPDTs). The research questions focused on the role, leadership, and management concerns of the PDS principal.

This study was conducted to analyze the effect of implementation of Texas House Bill 72 on budgets of selected Texas public school districts and to ascertain educational benefits to students derived from implementation of the bill as perceived by superintendents. Questionnaires were sent to superintendents of the Region 10 Education Service Center to determine perceived educational benefits to students. A demographic data sheet provided information for classifying respondents by educational experience, superintendent experience, and district enrollment classifications. Sixty-two districts responded. Official public school budget data for each district were analyzed for fiscal years 1983 through 1986 as were data from the questionnaire. Overall statistical information was gleaned through CONDESCRIPTIVE. Mean total expenditures, mean total tax rate, and state fiscal aid data were compiled, tabulated, and reported for each enrollment classification and entire sample. In addition, a t-test between the difference of two independent means at a probability level of .05 was applied. The two independent means were the averages of data for the two years prior to and after implementation of the law for expenditures, tax rates, and state fiscal contributions. Data comparing local and state expenditures were compiled, tabulated, and reported for each group to compare local and state …

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 …

The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported …

The teacher shortage problem is a national and state concern. In 1998, the Texas State Board of Education Certification reported that school districts in Texas had to hire teachers to fill over 63,000 vacancies. Teacher resignations, other than retirement, contributed to over 46,000 teachers who left the profession about 19 % of the state's total teacher workforce. A significant number of Texas teachers left the profession in the first five years. The National Commission on Teaching and America's Future (1996) called the attrition of new teachers a chronic problem for American schools. Reducing the teacher shortage in Texas must begin with reducing the teacher turnover rate. Most studies concerning teacher attrition or turnover either address salary, or working conditions. Many of the studies deal with affective and subjective data regarding teacher turnover. The studies on teacher turnover often do not address quantifiable data collected uniformly across districts. Few studies address a comprehensive set of quantitative data to determine the variables associated with teacher turnover. This study addressed teacher turnover through quantitative research of data from the Texas Academic Excellence Indicator System (AEIS) with multiple analysis to provide insights to teacher turnover conditions and trends. The population for the study included …

This dissertation analyzed Texas appellate court decisions relating to whether educators' actions were incident to or within the scope of duties and involved the exercise of judgment or discretion in cases involving defamation, motor vehicle exceptions, and excessive force in discipline exceptions. The questions addressed were: (1) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for defamation? (2) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators for injury to students when plaintiffs have sued Texas educator under the motor vehicle exception to the educator immunity law? (3) How have the Texas appellate courts interpreted Texas Education Code Section 22.051 in litigation against teachers and school administrators under the excessive force in discipline exception to the educator immunity law? This dissertation utilized legal research as its methodology. Chapter 3 examines literature with regard to qualified immunity for Texas public school professional employees and discusses the limitations placed upon qualified immunity. Chapter 4 is a comprehensive study of the cases decided by Texas courts involving alleged defamation of students or others by teachers and school administrators. Chapter 5 is a …

This was a quantitative study designed to determine the role orientation and role behavior of school resource officers in public secondary schools in a metropolitan area of central Texas. The perception of role orientation and role behavior was assessed by two relevant groups: secondary school principals and school resource officers. Each group's perception of role orientation and role behavior was compared to determine if role conflict was an inhibiting factor in the job performance of the recently created school resource officer position. This instrument relied heavily on the work of James Telb who conducted a 1982 study involving the role perceptions of public safety officers in public institutions of higher learning as viewed by senior patrol officers and campus judicial officers. A questionnaire was distributed to both groups to assess perceptions of role orientation of school resource officers as either service oriented or law enforcement oriented. A statistically significant difference in role orientation was identified between groups on two factors: maintenance of traditional police values and police discretionary powers and handling of behavioral scenarios.

The procedural survey on sexual harassment procedures sent to 300 Texas principals had a response rate of 48.3 %. The mean score on the procedural survey for all 300 principals was 69.30 %. Eighteen research questions were addressed in detail in Chapter 4. Only five showed a significant correlation or effect size. Question 5 asked if there was a correlation between gender and the mean score of the survey instrument regarding sexual harassment procedures. The mean score of women was significantly higher than men. Question 6 asked if there was a correlation between the number of students in a school and the mean score of the survey instrument regarding sexual harassment procedures. This revealed that a significant correlation appeared between principals who worked at larger schools. Question 10 asked if there was a correlation between the location of the school, whether rural, urban, or metroplex and the mean score of the survey instrument. Principals of urban and metroplex schools scored significantly higher. Question 13 asked if there was a correlation between the hours of sexual harassment training attended in the last year and the mean score of the survey instrument regarding sexual harassment procedures. The results of this analysis revealed …

School finance is the topic of numerous research studies; printed in newspapers and magazines, heard on the radio and television, and frequently spoken among educators throughout the nation. Anyone dealing with education is searching for methods of obtaining additional funds for projects and supplies; and even adding money directly to school districts' budgets. To better understand the importance of searching for additional funds to supplement the annual school districts' budgets, this study examines four sources for obtaining financial assistance: partnerships, fundraising, foundations, and local source venues. Participants include 10 school districts in the state of Texas having only a single high school campus; five Chapter 41 school districts and five Chapter 42 school districts. Two school districts are selected from each classification level: A, AA, AAA, AAAA, and AAAAA. One Chapter 41 (wealthy) district will be compared with one Chapter 42 (poor) school district within the same classification level. The five selected Chapter 41 school districts are above the equalized wealth limit of $305,000 per weighted average daily attendance. Data gathering procedures utilize a purposive case study by interviewing administrators in each of the school districts; studying Texas Education Agency's School Report Card, each school district's Actual Financial Data Report; …

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 …

This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS™) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment …

The purpose of this study was to identify effective instructional programs for GED tests preparation for students in a large suburban school district. Three different nonrandom, unequal naturally occurring instructional groups at three different locations were examined. One group participated in a traditional instruction program, a second group in a test/retest program, and a third group in a computer-assisted program. The demographics of the district population, the GED population, and the individual study groups were catalogued and analyzed. The demographics of the GED population were similar to the district population but different from the GED passers. Student characteristics did affect GED success. Both quantitative and qualitative data were gathered. Random students in each of the three groups were interviewed about their experiences in GED preparation using a questionnaire. Quantitative data were analyzed using frequencies, means, correlations, and a multiple regression analysis. Since the GED credential is an alternative to the high school diploma, its use as a dropout alternative is important to every school district. The study found that instructional methods had little impact on students' success in receiving the GED credential. The overall success rate of students was low in each group. The student's reading achievement score, GPA, and …

The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low …

This study was conducted to analyze the differences in the news coverage of public education by a state and local newspaper, to ascertain if trends exist in the coverage of topics, and if the coverage is negative, positive, or neutral. All issues of The Dallas Morning News and The Piano Star Courier from the years 1988 and 1993 were evaluated. All articles about public education (with the exception of athletics, obituaries, and advertisements) were evaluated using a content analysis form. The content analysis form provided information for classifying all articles. Information was tallied for the number of articles and column inches by newspaper and category. Findings indicated a number of differences between the two newspapers in 1988 and 1993. The Dallas Morning News increased the number of articles and column inches of space it committed to the coverage of public education from 1988 to 1993. During the same period The Piano Star Courier reduced both the number of articles and column inches of space which it used for the topic of education. The Piano Star Courier began publishing editions on only five of the seven days per week in February, 1993. The Dallas Morning News reduced its local coverage and …

The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked key faculty members at both schools questions regarding levels of curriculum implementation, staff knowledge of curriculum, etc. The data showed no significant differences between student achievement scores at the experimental school compared with students at the control school. However, the study found that the type of standardized test seems to have an impact on whether students in a core knowledge curriculum show higher achievement than students in a traditional curriculum. Students in a core knowledge curriculum show higher achievement on norm-referenced standardized tests when compared with students not attending a core knowledge school. When taking a criterion-referenced test such as the Texas Assessment of Knowledge and …

This study traced the development of the Equity 2000 Program in the Fort Worth Independent School District from its inception in 1990 to its sixth and final year as an exemplary program for equal access to higher education for minority and underserved youth. Program components included mathematics, counseling, staff development, academic enrichment activities, parent education and higher education linkages. Both primary and secondary sources were evaluated from the perspectives of internal and external criticism. The following conclusions were reached: 1) District policy must change if minority students are going to access algebra and geometry. 2) The lack of involvement of other curriculum areas created primarily a mathematics inservice program. 3) Required inservice was necessary to provide improved and more effective campus and district results. 4) The precollege guidance and counseling component needed integration with the mathematics component. 5) Lack of principals' involvement in the early development of the program contributed to uneven administrative support. 6) There was no definitive strategy for parental inclusion. 7) Funding sources were inadequate to fully implement all parts of the program. 8) There was limited participation of local institutions of higher education. 9) There was a lack of an ongoing, structured evaluation process to document …

In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.

The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the …

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.

The purpose of this study was to examine the effect of the level of teachers' self-esteem on student achievement. This study surveys and analyzes factors of teachers' self-esteem. Its results are based on (1) a review of the literature to develop an understanding of historical perspectives and research, (2) the factors involved in the development of self-esteem, (3) the role of the parents, and (4) the role of the teacher. Forty-three teachers of grades three and five in North Central Texas completed the Gordon Personal Profile-Inventoiy to assess their levels of self-esteem. Six teachers with mid-range scores were eliminated from the study. The remaining 37 teachers were divided into high and low self-esteem categories. Students' Texas Learning Index scores on the Texas Assessment of Academic Skills were matched with the appropriate teachers' scores. The findings of the study indicate that the students with teachers in the high level of self-esteem category scored an average of 5.67 points higher than those students with teachers in the low level of self-esteem categoiy. Findings resulting from the study led to the conclusion that teachers with high levels of self-esteem have a positive influence on the achievement of their students.