The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommendations for communication opportunities stated in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics for grades five through eight, and (4) to compare the number and types of writing assignments among the four publishers. The total number of writing assignments varied among publishers ranging from 151 to 316 in the student editions and from 147 to 523 in the teacher's editions. The findings of this study indicate that from 80 to 98 percent of the writing assignments in the student editions and from 72 to 96 percent of the writing assignments in the teacher's editions corresponded to the Informative purpose …

The purpose of this study was to determine if a relationship existed between teachers' or principals' effectiveness and their risk tendency. The population consisted of 57 principals and 115 teachers from the state of Texas from average and exemplary campuses. The exemplary campuses were those nominated by Texas Education Agency to participate in the National Exemplary School Recognition Program for the past four years. Data was generated by sending a survey packet to the 57 campuses requesting that the principal and two teachers (one who had been recently been recognized as teacher of the year and one who had never been so honored) complete the instruments. Teachers responded to a 16 item Risk Tolerance Questionnaire and principals responded to the Risk Tolerance Questionnaire and a Styles of Leadership Survey. The hypothesis that exceptional teachers will not take more risks was not upheld. It was determined that exceptional teachers do take more risks; however, there was no significant difference in scores on the Risk Tolerance Questionnaire of principals from average and exemplary campuses. The findings were that 1) exceptional teachers do take more risks, 2) age and years of experience of teachers was not significant, 3) principals from average and exemplary …