The Efficacy of the Chickasaw Nation Early Care and Education Programs (open access)

The Efficacy of the Chickasaw Nation Early Care and Education Programs

The purposes of this research were to explore the effectiveness of the Chickasaw Nation early care and education program in promoting school readiness while infusing tribally relevant values in children from birth through age five; engaging parents in all aspects of their children’s learning; and supporting children and families through the transitioning to kindergarten. The study used qualitative methods to examine the experiences and perceptions of ten parents, ten teachers, and five administrators within Chickasaw Nation’s early care and education system regarding the four basic areas of school readiness, parent engagement, transition, and culturally relevant pedagogy. Four primary themes emerged from the semi-structured interviews: 1) socialization, school readiness, and transition, 2) learning, curriculum, and assessment, 3) the role of parents, and 4) cultural integrity. Data were collected through semi-structured interviews, transcribed, and analyzed based on four research questions. Findings indicated parents, teachers, and administrators were satisfied that the program was successful with assisting children in making progress toward achieving developmental and school readiness goals and that the children were physically, socially, emotionally, and cognitively prepared to enter kindergarten. The program provided activities to encourage and promote parental involvement; however, parents did not indicate active involvement or participation in the activities. …
Date: May 2014
Creator: Blackmon, Lisa
System: The UNT Digital Library
Texas Principals’ Data Use: Its Relationship to Leadership Style and Student Achievement (open access)

Texas Principals’ Data Use: Its Relationship to Leadership Style and Student Achievement

This study applies an empirical research method determine whether Texas public school principals’ leadership styles, coupled with their use of real time data in a data warehouse, influenced their leadership ability as measured by student achievement. In today’s world of data rich environments that require campuses and districts to make data-driven decisions, principals find themselves having to organize and categorize data to help their school boards, campuses, and citizenry make informed decisions. Most school principals in Texas have access to data in multiple forms including national and state resources and a multitude of other data reports. A random sample of principals was selected to take the Multi Factor Leadership Questionnaire (MLQ5x) and the Principals Data Use Survey. The MLQ5x measured principals’ leadership styles as transformational, transactional, or passive avoidant. The Principals Data Use Survey measured how principals use data to inform campus decisions on student achievement, shaping the vision of the campus, and designing professional development. Data obtained from the survey were correlated to determine the relationship between principals’ use of data warehouses and their leadership styles on student achievement as measured by the Texas Assessment of Knowledge and Skills. The results yielded significant relationships between student achievement, principals’ leadership …
Date: May 2014
Creator: Bostic, Robert E.
System: The UNT Digital Library
Experiences and Perceptions of Students in Music and Mathematics (open access)

Experiences and Perceptions of Students in Music and Mathematics

Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the …
Date: May 2014
Creator: Cranmore, Jeff L.
System: The UNT Digital Library
The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep) (open access)

The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep)

This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (NAEP) using a causal-comparative research design. Teacher quality variables related to teacher credentials, instructional methods, training, and support were selected from the NAEP background questionnaire. Descriptive and inferential statistical analyses were used to examine teacher background information and fourth grade reading NAEP scaled scores using measures of central tendency, independent t-tests, analysis of variance, and Tukey’s HSD post hoc analysis. Findings suggest that certain teacher quality variables positively impact fourth grade reading achievement. Significant differences existed among fourth grade reading scaled scores for the following variables: teaching credentials [region (p < .05), traditional preparation route (p < .001), highest degree earned(p < .05), years of experience (p < .001)]; instructional methods [reading aloud by students (p < .01), questioning character motives (p < .01), student selection of reading materials (p < .001), explaining/supporting text (p < .05), identifying main theme (p < .001), time spent on reading (p < .001), primary language arts integration (p < .05)]; teacher support [instructional grade level support/technical assistance by reading specialist (p < .05) and mentoring …
Date: May 2014
Creator: Curry, Daphney Leann
System: The UNT Digital Library
College and Career Readiness: Psychosocial Predictors of Achievement and Persistence (open access)

College and Career Readiness: Psychosocial Predictors of Achievement and Persistence

Purpose: The purpose of this study was to determine if traditional indicators of college readiness were better predictors of students’ first semester college GPA and persistence to the second year of coursework compared to non-traditional indicators of college readiness. Specifically, this study analyzed the predictive validity of high school class rank and ACT/SAT scores compared to that of the psychosocial skills measured by the ACT Engage on students’ first semester college GPA and their likelihood of enrollment in the second year of college coursework. Methodology: Linear and logistic regression models were used to examine the effect of gender, age, ethnicity, socioeconomic status, high school rank, Texas Success Initiative college readiness scores, SAT or ACT scores, and the ten themes of the ACT Engage Inventory (dependent variables), on students’ first semester college GPA and rate of persistence to the second year (independent variables). A sample of 4,379 first semester college freshmen participated in this study. Findings: Results indicated that high school rank, ACT/SAT scores and psychosocial skills measured by the ACT Engage theme academic discipline were accurate predictors of college performance. Results regarding the predictive power of traditional academic and non-traditional psychosocial predictors of persistence were less definitive. Students qualifying for …
Date: December 2014
Creator: Hicks, David
System: The UNT Digital Library