Integrating digital pedagogy into instruction in a manner that promotes critical thinking and drives increased student achievement and engagement in all classrooms is a goal of many campuses and districts that invest heavily in hardware, software, and professional development on an annual basis. Digital pedagogy goals tend to center around preparing students for the 21st century workforce, promoting instruction that is more engaging, and providing deeper learning for all students; however, achieving these goals is not possible without teachers willing and able to effectively implement instructional technology into the content they are teaching. The conceptual framework consists of digital leadership, teacher engagement, and resources and supports. This case study focused on the district-wide integration of technology into instruction through the elements found in the conceptual framework. Educators, from kindergarten through twelfth grade were surveyed about their attitudes, self-efficacy perceptions and willingness to integrate digital pedagogies into their current teaching practices. The online survey that utilized Likert-like scales to gather demographic information as well educator perceptions on digital integration, teaching philosophy, digital self-efficacy, and leadership's focus and expectations regarding instructional technology. Additional data, from a variety of district documents, was also gathered on leadership, professional development, and infrastructure supports utilized to …

This study examined how in-service teachers transformed professionally and personally as a result of participation in the International Teacher to Teacher Exchange Program (ITTTE). Six teachers, 3 from the U.S. and 3 from Guatemala, were paired. Each pair spent a total of 8 weeks together, in each other's countries, over the course of 2 years. The pairs reciprocated home stays, school engagement, and cultural learning in three cohorts; 2012-2014, 2014-2016, 2016-2018. In 2018, each participant engaged in a structured interview tailored to the ten meaning phases of Mezirow's transformative learning theory (TLT). The data were analyzed deductively, through the application of the ten meaning phases of transformation. The data were also analyzed inductively to determine additional themes of transformation. The deductive findings revealed 5 out of 6 participants experienced full transformative learning. All 3 Guatemalan teachers transformed professionally with new understandings of mathematics pedagogy. Two U.S. teachers transformed personally, one by learning how to be a more caring teacher and the other by overcoming shyness to engage as a relational teacher. The third U.S. teacher adopted the point of view that speaking a second language had value. The inductive analysis revealed emerged themes of learning, language, relationships, and program affecting …

Not all children begin their educational journey on equal footing. The purpose of this study is to investigate how universal prekindergarten (UPK) can serve as a key to remedying issues surrounding educational inequity. In order to understand educational inequity, I dive into the history of neighborhood racial segregation in the United States, and how it led to our currently unjust system. Racial segregation, specifically city zoning laws, created racially separate neighborhoods that are still relatively homogenous to this day. In order to ascertain how UPK could combat these issues stemming from historic racial segregation, I evaluate programs in three states to highlight the approach to UPK that each has implemented: New York, Georgia, and Oklahoma. Program features in Oklahoma have produced high-quality standards and the program has reached a larger percentage of 4-year-olds. I discuss multiple dimensions of proposed education reform, particularly for students of color, including the culturally-situated nature of high-stakes testing and its inability to fully capture student and school progress. I propose a culturally empowering approach to UPK, situated within the Dallas community, as a solution to current educational inequity.

Empirical research has shown a relationship between the school principal's leadership ability as an instructional leader and student learning outcomes. It would be reasonable to assume that the school principal benefits greatly from his or her superintendent sharing his or her knowledge and experience. The purpose of this study was to examine the perceptions of a sample of rural West Texas principals and the frequency and extent to which their superintendent provides them effective professional development and advice on a professional level or setting. Furthermore, the study focused on passive-avoidant, transactional, and transformational leadership styles. This was a mixed-method study utilizing 50 quantitative questions and 7 open-ended qualitative questions. Findings indicate that the principals'' perceptions of their superintendent's leadership style were on average, positive. Research supports that the behavior and actions superintendents used were both transformational and transactional forms of leadership and more often than not encouraged growth and positive outcomes among principals. The principals' perceptions regarding the impact of their superintendent's leadership style(s) on their own professional growth was positive, with results indicating that many superintendents would support and encourage professional and personal growth even where resources were limited.

Existing literature provides newly identified responsibilities of the principal supervisor but lacks in information about how districts should strategically spearhead the process of initiating, implementing, and managing the changes to the role of the supervisor. In this study, I examined the behaviors and actions of one school district's executive-level leaders as they shifted the position of the principal supervisor. Findings could contribute to a new area of research in how district leaders may navigate and manage the complicated process of initiating and managing the changes to the principal supervisor's role.

Relational trust exists between and among individuals within complex human organizations; however, within a school, the relationship between teachers and the principal is at the heart of the organization. The purpose of this mixed method study was to gain an understanding of the relationship between teachers' trust in their principal and teacher efficacy and determine which leadership behaviors and facets of trust have the greatest influence on the trust relationship between teachers and the principal. The overarching goal of this dissertation study was to inform district-level administrators and principals so they are afforded the opportunity to reflect on their behavior, make changes if necessary to cultivate trusting relationships within their organization, and positively influence teacher efficacy. A convergent parallel mixed methods research study was conducted in two rural school districts in North Texas to identify teacher perceptions related to the leadership behaviors that influence organizational trust, and reveal the correlation between trust in the principal and teacher efficacy. The teachers who participated in the on-line survey named communication as the leadership behavior most closely related to their feelings of trust toward the principal. The facet of trust considered most significant by all teachers was reliability; however, a subset of high …

In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher …

The relatively new utilization of learning management system (LMS) facilitated blended learning in secondary public schools has grown in popularity, but there is a void in research at this level. Teachers learned how to use the LMS features and honed their blended learning design skills through their own experiences, and in observation of their students' experiences. In this study, the knowledge teachers built and the decisions they made while designing blended learning were explored. In this mixed-methods study, the quantitative and qualitative results aligned, indicating that teachers design courses using a variety of components, often in different ways. Six themes emerged. The relationships between themes were used to create a theoretical visual of the factors impacting secondary teachers' decisions in the design of LMS-facilitated blended learning. Teacher design decisions were focused on the impact their choices would have on students. Variation in course design was purposely used by teachers to differentiate for students individually; however, variation was also the result of design challenges blocking teachers from a specific design choice. The implications for practice primarily focus on removing the design challenges. The results of this study add to other foundational studies to begin to fill the research gap in the …

Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this …

Public school finance and school accountability are highly contentious subjects. This correlational study illustrates campus level instructional spending efficiency by examining various input and output variables. The study utilizes data envelopment analysis of selected variables to compare elementary campuses and create instructional spending efficiency measures within purposively selected metropolitan educational service regions in Texas. The study analyzes elementary school instructional spending and student classification as economically disadvantaged compared to student achievement in English language arts. The study finds a direct relationship between instructional spending efficiency and student achievement. The relationship between the socioeconomic variable of economically disadvantaged status is inverse. This finding suggests that in depth examinations of highly inefficient, but relatively high academic performing cases, may uncover effective instructional or operational practices tailored to the needs of the sub-populations.

The doctrine of sovereign immunity in the Commonwealth of Virginia has evolved over time and the redefinition of the doctrine has been subjected to the interpretation by courts involving cases with varied facts and circumstances that have challenged the boundaries and flexibility of this legal concept. Determining the protection that a state agent was entitled to was the guiding principle in case law regarding sovereign immunity; however, understanding the purpose and intent of the doctrine of sovereign immunity was critical to determining the boundaries and criteria of the doctrine of immunity. In this dissertation, the researcher analyzed tort law as it applied to educators and public-school districts through the Virginia court system under common law and the Virginia Tort Claims Act (VTCA, 1981). The case analysis provided an overview of lawsuits heard and decisions rendered in negligence cases brought against educators and educational entities prior to and after the enactment of the Virginia Tort Claims Act in 1981.

Professional development is a critical part of school improvement and enhancing teacher quality; yet there is limited literature about how principals design and lead effective professional development systems. The research activities in this qualitative single case study explored the leadership practices at one successful school implementing job-embedded professional development. A conceptual framework relating Hallinger's leadership for learning construct to professional development helped frame the research. Collected data included participant interviews, a focus group interview, observations, and relevant document analysis. These data were analyzed using a general inductive method to identify the prevailing leadership characteristics. The major themes that emerged during analysis were: (a) vision and goals, (b) high expectations, (c) structures and resources, (d) communication, (e) monitoring progress and providing recognition, (f) focused and ongoing professional development, (g) differentiated professional development, (h) trust and professionalism, (i) culture of learning and growth, (j) building capacity, and (k) collaboration. These themes aligned well with the initial conceptual framework. These findings support the concept that leadership for learning may have implications for school leaders trying to implement effective job-embedded professional development.

While the idea of source or teacher credibility dates back to the Greek philosopher, Aristotle, research to connect this perceived credibility with individual affective and cognitive growth is a more recent phenomenon. In 2009, a credibility learning model connecting perceived credibility to cognitive learning with university-aged subjects was established. In contrast, this research project focused on determining a link between K-12 students' perception of teacher credibility, as determined by a student survey, to cognitive academic achievement as rated by a standardized test, the State of Texas Assessment of Academic Readiness (STAAR). The survey data were obtained through a pre-existing campus climate survey that was created to assist campus and district administrators in determining campus needs and developing a campus improvement plan. The assessment data were obtained through the Texas Education Agency database. The data were analyzed using quantitative research methods, including traditional univariate and multivariate statistical techniques such as principal component analysis, chi-square tests for independence, and binomial logistic regression. The findings of the study revealed no link between the survey instrument used and student academic achievement on the STAAR reading and mathematics assessment. The survey used did not align with the review of literature regarding student's perception of teacher …

To conduct this qualitative dissertation study, a phenomenological approach was utilized. The purpose of the study was to examine the perspectives of highly motivated, economically disadvantaged, middle school students to discover the factors that they identified as integral to their overall development and their intrinsic motivation, over time, to learn. A key component of this study was to give voice to the students who participated in this study and utilize their perspectives as a primary data source. Participants in this study included six middle school students, identified as economically disadvantaged, two from fifth grade and four from the seventh grade. Self-determination theory was used as a theoretical framework to guide and inform the analysis of students' perspectives, obtained through individual, semi-structured interviews with each student and classroom observations. Six themes, related to students' intrinsic motivation to learn and succeed in school, were identified. Extrinsic factors were also prominent. Although students expressed a true love of learning, they also acknowledged that external factors such as grades and testing influenced their motivation to learn. Autonomy, competence, and relatedness were major factors at play in the school, classrooms, and homes of these students. Recommendation for practice suggest that teachers, administrators, and parents shift …

The purpose of this study was to investigate prospective teachers' conceptions of science instruction prior to the commencement of their early childhood education methods courses. A sample of 100 prospective teachers' drawings and narratives were analyzed using the STLP3 instrument and inductive analysis respectively. Merging findings from the aforementioned analyses resulted in 10 distinct conceptions and these included: (a) science instruction (1) as a demonstration, (2) as engagement, (3) as doing experiments, (4) as inquiry, and (5) as observation all underscored by active learning and social, implementation and cognitive dimensions; (b) science instruction (6) as implementing safety, and (7) as an interaction both underscored by active learning and a social dimension; and (c) science instruction (8) as a demonstration, and (9) as engagement both underscored by passive learning and an affective dimension; and (d) science instruction (10) as enjoyment underscored by social and affective dimensions. These findings reflected the complexity and multidimensionality of the prospective teachers' conceptions of science instruction. Implications include the need for teacher educators to situate their prospective teachers' prior and new knowledge of early childhood science instruction within theoretical frames rather than simply relying on prospective teachers' knowledge of science instruction from K-12 experiences. Implications for …

While much of the literature regarding college readiness focuses on student-specific factors, such as the individual's academic achievement; scores on college readiness assessments; and high school GPA, more research is needed to understand which school-level factors have the most influence on the percentage of college-ready graduates. The purpose of this research study was to explore the impact of various school-level factors (i.e., student demographics, college entrance exam facts, course offerings, and school characteristics) on the percentage of college ready graduates from Texas public high schools serving Grades 9-12 over a 3-year period. A multiple regression analysis conducted for each year's data resulted in three regression models, which identified various predictors (e.g. per-pupil instructional expenditures, teacher years of experience, taking advanced and/or dual credit coursework) of the percentage of college-ready graduates for schools accounting for 91.7%, 79.5%, and 65.6% of the explained variance in 2013, 2014, and 2015, respectively. Findings from this study provide educational leaders with data that could help them to make better-informed decisions regarding potential college readiness initiatives that, ultimately, could improve student performance.

Today's globalized world presents challenges for formulating language education policies in multilingual countries, and postcolonial Nigeria presents a dramatic illustration because of ongoing colonial influences as well as neocolonial factors. This study focused on dialectical relations over time among languages in Nigeria's National Policy on Education (NPE), published in 1977, 1981, 1998, 2004, 2013, and 2014. The title of the study harks to Chinua Achebe's novel, Things Fall Apart, which described the disruption of tribal cultures and languages when Europeans brought their culture and language to Nigeria. Attention in this dissertation, which examined Nigerian education policy over four decades, was also on things falling apart, being resolved in some way, and then falling apart again. Four major dialectical tensions can be seen as the NPE went through revisions in language of instruction and language of study. First, relations between English and indigenous languages showed the increasing importance of English despite ostensible attempts to promote indigeneity through language. Particularly important was the influence of globalization, which emphasized neoliberal values and initiatives associated with global English. Second, relations among the various indigenous languages showed three languages—Hausa, Igbo, and Yoruba—to be privileged over 522 other languages that were marginalized but retained as "mother …

In rural, low socioeconomic public schools, the diversity of the student population challenges teachers beyond their means to meet the wide-ranging needs of students, and therefore creating opportunity gaps. The purpose of this study was to explore one district's leadership support of teachers to create an equitable learning environment for all students. The present study built on existing literature by discovering leadership practices and perceived necessary supports for closing achievement gaps in K-12 classrooms. Through interviews with district and school administrators, classroom teachers, and observations of leadership meetings, the research for this case study included data collection and analysis. From the interview questions and observations, six themes emerged. The themes revealed from the data collected and analysis for this qualitative study aligned with the components of the conceptual framework, a sequence of initiative requirements for equitable learning environments. Developing a sequence of initiatives among all levels of educators could benefit sustainment of an equitable learning environment in Rural ISD. Recommended for further research is professional development to both leadership and teachers about professional learning communities (PLCs). In addition, study of parent education programs and how relationships achieve more parental involvement requires further research. A final recommendation for collegiate education preparation …

Providing professional development to in-service teachers remains a high priority when attempting to meet state and federal school accountability requirements, yet principals may neglect teacher motivation and the teacher change process when facilitating teacher learning. Drawing on self-determination theory, this research examined social and environmental factors shaping teacher motivation in the context of lesson study with open approach. This descriptive case study included the perceptions of eight secondary mathematics teachers who engaged lesson study as a form of professional development. Thematic analysis of semi-structured interviews suggested the following contextual factors improve motivation: emerging proficiency, synergy, interpersonal dynamics, volition, and internalization. Additionally, apprehension, minor barriers, and contentious interpersonal dynamics may reduce intrinsic-like motivation. As teachers encountered supportive contextual factors, they satisfied their need to experience competence, relatedness, and autonomy which encouraged value internalization of new learning manifesting as an epistemological shift in teaching paradigm. By internalizing the value of new learning, teachers may become more likely to authentically enact new pedagogy in their classrooms. The results of this study indicated lesson study with open approach may provide a robust form of learning capable of changing prior instructional beliefs. These findings suggest principals create and maintain contextual factors (with deliberate intent) that …

The role of the principal has become increasingly complex and challenging. Recent emphasis has been placed on the role of principals as leaders who can build a culture of learning in schools to close the student achievement gap. Outside factors such as fast-growth in Texas have caused schools to change and grow quickly, which increases the learning demands placed on principals as they seek to develop the knowledge and skills needed for effective leadership. Developing and sustaining a professional learning community is a powerful strategy that has been found to improve teaching and learning, however developing professional learning communities requires skilled leadership. Limited research exists regarding how principals learn to implement and sustain professional learning communities within fast-growth districts, therefore, with this phenomenological qualitative research, I explored the lived experiences of seven principals within one fast-growth district in Texas to explore how they learned to develop and sustain a professional learning community.

The role of depicting and analysing scientist images to reveal gender-science stereotypes among students in K-12 classrooms is an ongoing research trend in science education literature. The study reported here carries on this research trend but focuses on preservice elementary teachers' images of scientists. The purpose of this study was to investigate the relationship between preservice elementary teachers' gender and ethnicity and their drawn images of a female scientist, male scientist, and teacher as a scientist, respectively and the similarities and differences among images. In this study, preservice elementary teachers were asked to draw a female scientist, male scientist, and teacher as a scientist, respectively. One hundred and fifty participants indicated their gender and one hundred and twenty-five indicated their gender and ethnicity. Five hundred and eighty eight images were analysed. The data was analysed using a modified Draw-A-Scientist-Test Checklist (DAST-C) and chi-square tests. The results of this study indicate that gender-science stereotypes held by preservice teachers exist among genders and ethnicities. Factors that contribute to diminish or promote stereotypical images of scientists are age, education, culture, role models, and inquiry-based instruction. Also, similarities and differences between images of a female scientist, male scientist, and teacher as a scientist show …

The rationale of color-blind ideology in the socializing space of the early childhood classroom encourages that racial, cultural, and ethnic differences remain unrecognized. Demographic shifts of diverse marginalized populations within majority, White suburban schools require the analysis of dominant ideologies that potentially leave biases unchallenged. This photovoice project centered the voice of three Black, early childhood educators working within majority White suburban schools in the South to explore how they rationalized the discourse of color-blind ideology in their professional and personal lives. Findings showed that Black women's critical social location within a racialized society and their historical engagement with Black oppositional knowledge structured oppositional knowledges and embodied critiques of suburban spaces. They crafted wisdoms for engaging and navigating tensions with colleagues, parents, and administrators and nurtured embodied perspectives, resisting stereotypical images of Black women and girls. Deconstructed dominant ideologies in the socializing space of the early childhood classroom extend and modify our understanding of racialized knowledge in our educational spaces and offer transformative readings of color-blind ideology.

The purpose of this autoethnographic study was to critically examine my personal experiences with culture and race to better understand myself, my perceptions of culture and race, and how my perceptions of educators' interactions with culturally and racially diverse students may have been impacted as a result. Autoethnography is the study of self in which researchers draw on their own experiences to understand a culture or phenomenon. The following research questions guided the study: 1) what does an examination of my lived experiences as an African American female educator reveal about me? and 2) what are the potential implications for my role as an administrator? Data sources consisted of journal entries, notes, and narratives based on my lived experiences. The data were analyzed by initial coding to uncover recurring themes in the narratives of: 1) negative perceptions of those offended by issues of race; 2) the need to promote cultural awareness; and 3) personal silence around issues of race. The themes were then examined through the lens of critical race theory with specific attention to the tenets of permanence of race, interest convergence, intersectionality, and storytelling. The insights provided here in response to the first research question were then considered …

Men continue to outnumber women in public school superintendent roles by a 4:1 ratio. However, women outnumber men by a 4:1 ratio in teaching roles in public school districts. In addition, more women than men hold superintendent certificates and educational doctorates. Due to this puzzling discrepancy, it is important to understand possible factors in the form of gendered barriers to access that could lead to the unequal representation of women in superintendent positions. In this study, I examined how these barriers manifested in the experiences of female superintendents participating in the study, how they influenced the hiring experiences of these participants, and how they impacted these female leaders throughout their careers. With this study, I investigated barriers associated with holding mechanisms, gendered norms, and gendered filters that may limit women's access to superintendent roles. Women's experiences of the origins and effects of gender normative perceptions and hiring practices have potential for contributing to the study of gender equity in the field of education and beyond. Findings could provide implications for increasing women's opportunities to serve beyond central office positions in public school districts. Possibilities exist for identifying practices in organizations that have hired women to serve at the highest level …