+publisher:"Texas A&M University" +contributor:("Torres, Mario")

Texas A&M University

1. Barton, Jerrod Don. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155640

► The achievement gap in American schools is an issue that educators have struggled with for years. This record of study is an examination of the… (more)

Subjects/Keywords: school size; socio-economic status; expenditure-per-student; mobility rate; non-White students; state science exams; national science exams

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APA (6^th Edition):

Barton, J. D. (2015). An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Barton, Jerrod Don. “An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Barton, Jerrod Don. “An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.” 2015. Web. 17 Feb 2019.

Vancouver:

Barton JD. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barton JD. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

2. Trejo, Martha A. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155765

► This quantitative study is derived from a need to know how the leadership can support the teachers in a Two Way Dual Language (TWDL) program… (more)

▼ This quantitative study is derived from a need to know how the leadership can support the teachers in a Two Way Dual Language (TWDL) program and a need of a comparative analysis to compare the English reading Texas Assessment of Knowledge and Skills (TAKS) scores achievement of Spanish and English speakers in third grade enrolled in a Two Way Dual Language (TWDL), Bilingual Transitional (BT) program and an English-only (EO) instructional program in a rural district. A comparative analysis was conducted for the following comparisons: (a) compare the TAKS reading scores of native speaker of Spanish in a Two Way Dual Language program to native speaker of Spanish in a Bilingual Transitional program (b) compare the English TAKS reading scores of native speakers of Spanish (NSOS) in a Two Way Dual Language program to native speakers of English (NSOE) in an English-only program (c) compare the English TAKS reading scores of native speaker of English in a Two Way Dual Language program to native speaker of English in an English-only program (d) compare English TAKS reading scores of native speaker of English to the native speaker of Spanish in a Two Way Dual Language program. The research indicates that English TAKS scores of native speaker of English in the Dual Language program had a higher score than those English reading TAKS scores of native speaker of English in the English-only program. The English reading TAKS scores of native speaker of Spanish in the Dual Language Program indicated no evidence for the difference in the English reading scores between the native speakers of English in the English-only program. Also, the English reading TAKS scores of native speaker of English in the Dual Language program had higher English reading TAKS scores than native speaker of Spanish in the Dual Language Program. The participants consisted of 205 students: 46 native speakers of Spanish (NSOS) and 162 native speakers of English (NSOE). Advisors/Committee Members: Torres, Mario S. (advisor), Lara-Alecio, Rafael (advisor), Irby, Beverly (committee member), Tong, Fuhui (committee member).

Subjects/Keywords: dual language; administrative leadership; English reading; third grade; rural; Two Way Dual Language; Transitional Bilingual; English only; instructional program; language programs; second language acquisition

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APA (6^th Edition):

Trejo, M. A. (2015). Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Web. 17 Feb 2019.

Vancouver:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155765.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155765

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

3. Hile, Adam Ray. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/156153

► The purpose of this study was to analyze how self-efficacy interacts with technology integration in Algebra 1 classrooms. A case study approach was used to… (more)

Subjects/Keywords: Education Administration; Educational Technology; Algebra 1; Self-efficacy

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APA (6^th Edition):

Hile, A. R. (2015). Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/156153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Web. 17 Feb 2019.

Vancouver:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/156153.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156153

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

4. Wooldridge, Toron Jamaine. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/157779

► The purpose of this research study was to investigate the link between Bandura?s Self-Efficacy Theory and deficit thinking on principals? efforts to decrease dropout rates… (more)

▼ The purpose of this research study was to investigate the link between Bandura?s Self-Efficacy Theory and deficit thinking on principals? efforts to decrease dropout rates at their low-income minority high schools. Although the rate of high school dropouts is declining overall in the U.S., the phenomenon still remains a persistent problem. Principals play a key role in reducing dropout rates on their respective high school campuses. However, when principals are not perceived to have the self-efficacy to effectively influence dropout rates on high school campuses, any efforts made could be significantly diminished. This is especially true within the context of schools primarily comprised of low-income minority students, contexts in which a deficit paradigm normally exists. The defining characteristic of the deficit mindset is the attribution of low-income minority students? inabilities to succeed to the student?s own shortcomings ? or deficits ? as a poor minority rather than attributing the cause of failure to pedagogic practices or a school?s systemic and administrative failures. Thus, the presence of deficit thinking could potentially impact principals? sense of efficacy by leading them to an inevitable conclusion: certain students are doomed to fail academically and/or drop out of school, and the principal is powerless to prevent this inevitable outcome from occurring. Employing a qualitative case study approach utilizing site observation, face-to-face interviews, and focus groups for data collection, this research study sought to understand principals? levels of perceived self-efficacy, if and how deficit thinking influenced efficacy, and how efficacy affected efforts to curb dropouts in schools. Three principals of predominantly low-income minority high schools and dropout prevention teams were interviewed, and the findings were transcribed, coded using Stake?s (2005) reductionist method, and analyzed for insights and emergent themes across the data collection. Study findings revealed all of the principals operated with some level of deficit thinking; however, their personal backgrounds, which were similar (to some extent) to those of the students in schools, mitigated the effect deficit thinking had on levels of self-efficacy. As a result, levels of self-efficacy to prevent students from dropping out remained moderate to high, and persisted in engaging aggressive programmatic and personal efforts to reduce dropouts on their campuses. The study?s findings empower education administrators with key knowledge on how to prepare and select principals who most effectively work with low-income minority students. Advisors/Committee Members: Torres, Mario (advisor), Madsen, Jean (advisor), Irby, Beverly (committee member), Nafukho, Fredrick (committee member).

Subjects/Keywords: gauging deficit thinking

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wooldridge, T. J. (2016). Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157779

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/157779.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Web. 17 Feb 2019.

Vancouver:

Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/157779.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157779

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

5. Piper, Annetra Patrece. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.

Degree: 2016, Texas A&M University

URL: http://hdl.handle.net/1969.1/158903

► African American and other students of color have continued to score lower than White students in many classrooms and on achievement tests in every subject,… (more)

Subjects/Keywords: African American; culture; cultural; responsiveness; proficiency; competence; student achievement; racial uplift; disproportionality; dimensions

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APA (6^th Edition):

Piper, A. P. (2016). Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/158903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Web. 17 Feb 2019.

Vancouver:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/158903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

6. Chen, Yi-Hsuan. Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1477

► Educators are frequently faced with the challenges of politics, hostility, selfishness, and violence; it is unwise to think that the principal is the only one… (more)

▼ Educators are frequently faced with the challenges of politics, hostility, selfishness, and violence; it is unwise to think that the principal is the only one providing leadership for school improvement. Thus a distributed perspective of leadership urges us to take leadership practice as the focus of interest and address both teachers and administrators as leaders. The purpose of this descriptive statistical study was to explore principals? leadership practices as perceived by teacher leaders and its possible affect to student achievement. Data were collected by using the Leadership Practices Inventory (LPI) (self and observer) instrument (Kouzes & Posner, 2003) from all willing teacher leaders to determine the leadership practices of the principals in Region VI, Texas. Also, statewide assessment data available from three school years (2004-2006) were obtained from the Academic Excellence Indicator System (AEIS) report. In order to answer research questions one to four, descriptive statistics including frequency, percentage, mean and standard deviation were calculated for the LPI results. The distributed framework offers considerable influence for studying leadership as a schoolwide rather than individual practice. Based on the literature, six conclusions were drawn and recommendations were made regarding practice, future study and policy. First, the findings indicated that principals? collaborative working style with teacher leaders seems to have positive impact on student achievement. Second, failing to enlist teacher leaders in a common vision might have a negative affect on student academic performance. Third, the perceptions of teacher leaders in School 7, School 5 and School 16 reflected a need for the principal to take challenges and seek challenging opportunities to change and grow. Fourth, recognizing teacher leaders? contributions and celebrating team accomplishments is likely to have a positive and indirect impact on school academic performance. Fifth, schools that had higher principal self and observer LPI scores tended to have better TAKS scores. Last, the findings from the study complement studies of the effects of site-based management teams. The positive impact of ?Enabling Others to Act? and ?Inspiring a Shared Vision? on student achievement implies that distributed leadership is most likely to contribute to school improvement and to build school capacity for improvement. Advisors/Committee Members: Hoyle, John (advisor), Torres, Mario (committee member), Webb-Johnson, Gwendolyn (committee member), Zellner, Luana (committee member).

Subjects/Keywords: Distributed Leadership; Student Achievement

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APA (6^th Edition):

Chen, Y. (2009). Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chen, Yi-Hsuan. “Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chen, Yi-Hsuan. “Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas.” 2009. Web. 17 Feb 2019.

Vancouver:

Chen Y. Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen Y. Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

7. Hanks, Jeffrey M. The Influence of the Superintendent of Schools on Student Academic Performance.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835

► The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable… (more)

▼ The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement. In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed. A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting , establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of resources to support the goals for achievement and instruction, defined autonomy, and student achievement. In this study, 300 Texas public school superintendents responded to a survey that measured their perception of superintendent practices and responsibilities. Data was collected and analyzed using SPSS statistical software. A confirmatory factor analysis was conducted, and a structural equation model was constructed in EQS. Loadings for each path in the model were analyzed. A CFA analysis, which was intended to test the measurement model of superintendent leadership practices, was conducted. A 50-item survey which was hypothesized to measure the six dimensions of leadership practices was subjected to a CFA. Results indicated that a two-factor structure model has significantly better data-model fit compared with the originally hypothesized six-factor model. A structural equation model was constructed based on the two-factor model and relationships between each latent variable and student performance were analyzed. Results of this study did not reveal a significant relationship between the latent constructs and student performance, as measured by the leadership practices and responsibilities perceived by participating superintendents and the Texas Assessment of Knowledge and Skills, a criterion referenced test used in Texas to assess primary and secondary student skills in reading, writing, mathematics, science, and social studies. Research articulates the role and responsibilities of the superintendent as the educational leader of a school district with evidence regarding effective leadership skills within the context of… Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia (committee member), Torres, Mario (committee member), Murphy, Tim (committee member).

Subjects/Keywords: educational leadership; superintendent; nonnegotiable goals

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hanks, J. M. (2010). The Influence of the Superintendent of Schools on Student Academic Performance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hanks, Jeffrey M. “The Influence of the Superintendent of Schools on Student Academic Performance.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hanks, Jeffrey M. “The Influence of the Superintendent of Schools on Student Academic Performance.” 2010. Web. 17 Feb 2019.

Vancouver:

Hanks JM. The Influence of the Superintendent of Schools on Student Academic Performance. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hanks JM. The Influence of the Superintendent of Schools on Student Academic Performance. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

8. Verstuyft, Lloyd C. Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905

► The student dropout dilemma in the American educational system has remained unchanged for the past 30 years. Dropout figures show more than 6 million high… (more)

▼ The student dropout dilemma in the American educational system has remained unchanged for the past 30 years. Dropout figures show more than 6 million high school dropouts living in the United States today. The purpose of this study was to compare and analyze potential dropout variables between two groups of senior students at a local high school. This study included 228 senior students who were identified within two groups: on-track for graduation and not-on-track for graduation based on state exit exam results. A student questionnaire and student records were used to gather data. The study included descriptive, multivariate, and analysis of variance to determine the relationship of variables between the two groups that may lead to increased probability of students belonging to either group. Findings from the study suggested the following: 1.Not-on-track students desired more assistance from their school in educational development and planning. 2.On-track students had higher mean averages in academic scores. 3.Not-on-track students had fewer mothers, more children, and more adults living in the family home and were less represented in extracurricular activities. 4.Not-on-track students endorsed more negative responses about themselves. Research suggests that state exit exam requirements for graduation most likely do not cause additional student dropouts; however, research shows that exit exams may be the tipping factor for many students to ultimately drop out. Thus, exit exams can possibly increase student dropouts. The not-on-track students in this study may be at their tipping point. The results from this study show on-track students have fewer dropout factors within their group and higher academic averages than students in the not-on-track group. The following recommendations are based on the study: 1. Further research should be conducted that uses a student need's assessment instrument but includes former students who dropped out. 2. A study that concentrates on student's feelings of their school should be conducted at the middle school grade levels. 3. A study comparing responses of students versus responses of teachers could shine light on the school environment. Advisors/Committee Members: Hoyle, John (advisor), Collier, Virginia (committee member), Torres, Mario (committee member), Briers, Gary (committee member).

Subjects/Keywords: Student dropouts; Dropout Dilemma; Dropout crisis

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APA (6^th Edition):

Verstuyft, L. C. (2010). Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Verstuyft, Lloyd C. “Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Verstuyft, Lloyd C. “Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.” 2010. Web. 17 Feb 2019.

Vancouver:

Verstuyft LC. Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Verstuyft LC. Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

9. Tresslar, Christopher A. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925

► The focus of this study was to examine the relationship between principal ethnicity and other chosen demographics (community type of the school, average years of… (more)

▼ The focus of this study was to examine the relationship between principal ethnicity and other chosen demographics (community type of the school, average years of teacher experience, and percent of students qualifying as economically disadvantaged) and student achievement as measured by the Texas Education Agency?s (TEA?s) accountability rating system in predominantly Hispanic public high schools in Texas. The study sought to identify causal factors in relation to campus accountability rating and principal ethnicity in an effort to determine if principal ethnicity had an impact on student achievement in predominantly Hispanic public high schools in Texas. The study examined data obtained from the Texas Education Agency for the 2007-2008 school year. There were 335 schools that met the criteria set forth for the study. The findings of the study stated there was no statistically significant relationship between principal ethnicity and student achievement as measured by the TEA?s accountability system. There were some significant statistical findings in relation to principal ethnicity, accountability rating and indicators of community type of school, years of teacher experience, and percent of students qualifying as economically disadvantaged. Moderate relationships were found between community type and accountability rating and between community type and ethnicity of the principal. There were also significant relationships found between accountability rating and average years of teacher experience as well as principal ethnicity and percent of students qualifying as economically disadvantaged. There was no significant finding between principal ethnicity and average years of teaching experience. There was also no significant finding in relation to accountability rating and percent of students qualifying as economically disadvantaged. The growing number of Hispanic students entering schools is leading to more campuses becoming predominantly Hispanic in student population. The achievement gap between Hispanic students and White students has continued to be an ongoing problem and important issue. The findings of this study show that ethnicity of the principal does not have an impact on student achievement in predominantly Hispanic public high schools in Texas. Hiring administrators should focus on hiring school leaders who possess identified characteristics that lead to improved student achievement. Advisors/Committee Members: Hoyle, John (advisor), Torres, Mario (committee member), Welch, Ben (committee member), Collier, Virginia (committee member).

Subjects/Keywords: principal ethnicity and student achievement; Hispanic student achievement in predominantly Hispanic schools

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APA (6^th Edition):

Tresslar, C. A. (2010). The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Web. 17 Feb 2019.

Vancouver:

Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

10. Berry, Joan Ramey. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182

► Teacher attrition is costly for districts, both financially and in terms of student achievement. Districts often address teacher attrition by focusing on recruitment practices or… (more)

Subjects/Keywords: Teacher attrition

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APA (6^th Edition):

Berry, J. R. (2010). The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Web. 17 Feb 2019.

Vancouver:

Berry JR. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berry JR. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

11. Rodriguez, Eddie. Intergroup Differences and Its Impact on Professional Exchanges.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578

► The purpose of this study was to examine how misperceptions of intergroup differences affect the working and professional relationships among Hispanic teachers, European American (White)… (more)

▼ The purpose of this study was to examine how misperceptions of intergroup differences affect the working and professional relationships among Hispanic teachers, European American (White) teachers, and European American (White) administrators in urban schools. As this was an exploratory study to examine the professional exchanges among racio-ethnically diverse groups of teachers and administrators, a qualitative case study methodology was used to collect and report the data for the study. This case study approach was helpful in examining administrators' and teachers' perceptions of intergroup conflict and how these cultural differences affected their exchanges. The data were collected through interviews and through observations made while attending various school functions, such as faculty meetings. The study took place in two urban public schools in South Central Texas, each with a European American administrator, Hispanic teachers, and European American teachers. Included in this study were 14 teachers, 7 European American and 7 Hispanic, two principals, and four assistant principals who participated in two focus groups to validate the teachers' responses. The intergroup properties that were identified in this study were areas of conflict between majority and minority groups that affected the working relationships and active collaboration in instructional matters between school professionals. The properties of intergroup conflict were used to identify causes of conflict among different group members. The properties of intergroup conflict areas revealed in the study were incompatible goals, competitions for resources, cultural and power differences, group boundaries, and leadership behaviors. The quick increase in the diverse populations, primarily Hispanic, of urban schools in South Texas has not allowed sufficient time for Hispanic teachers to enter the workforce, much less Hispanic administrators. As identified in the study and through the properties of intergroup conflict, cultural differences among various demographically diverse groups, such as the principals and teachers studied here, lead to misperceptions that eventually lead to conflicts. Potential conflicts, due to leadership and followership diversity, and to opposing interests, occurred in the day-to-day exchanges between the principals and teachers. Responses made by the European American principals to the opposing interests provided opportunities to create an inclusive school organization. Advisors/Committee Members: Madsen, Jean (advisor), Torres, Mario (committee member), Webb-Hasan, Gwendolyn (committee member), Autenrieth, Robin (committee member).

Subjects/Keywords: Intergroup Differences; Cultural Differences

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APA (6^th Edition):

Rodriguez, E. (2012). Intergroup Differences and Its Impact on Professional Exchanges. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodriguez, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodriguez, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Web. 17 Feb 2019.

Vancouver:

Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

12. Narvaez, Rose. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577

► The purpose of this study was to examine the daily exchanges between Hispanic students of Mexican descent and European American teachers in urban schools and… (more)

▼ The purpose of this study was to examine the daily exchanges between Hispanic students of Mexican descent and European American teachers in urban schools and how these exchanges can result in a sense of frustration and powerlessness by Hispanic students affecting their academic success. The day-to-day interactions between teacher and student may be a result of intergroup conflict. As this was an exploratory study to examine the daily exchanges between Hispanic students of Mexican descent and their European American teachers, a qualitative case study methodology was used to collect and report the data for the study. This case study approach was helpful in examining the students? perceptions of intergroup conflict and how these cultural differences affected their exchanges. The data were collected through interviews and through observations made while visiting the urban high schools where the participants of the research study once attended. The study took place in a metropolitan city in South Central Texas. Included in this study were five male and five female Hispanic students of Mexican descent who were in their first or second year of college and who participated in two focus groups to validate their responses. The intergroup properties that were identified in this study were areas of conflict between the students and their European American teachers that affected their classroom relationships and their academic success. The properties of intergroup conflict were used to identify causes of conflict between the students and their European American teachers. The properties of intergroup conflict areas revealed in the study were (a) incompatible goals, (b) competitions for resources, (c) cultural and power differences, and (d) group boundaries. The quick increase in the Hispanic population has almost doubled the number of Hispanic students in public schools. The majority of these students are often clustered in urban schools. A disproportionate number of failing schools, across grade levels, serve predominately poor and minority students. Of equal importance is the statistic that 85% of teachers working in public schools in the United States are White. With the increase in students of color in schools, there is research showing that students are treated differently and that the cultural background of the student is often a reason for this differential treatment. As identified in the study and through the properties of intergroup conflict, cultural differences among various demographically diverse groups, such as the students and teachers studied here, lead to misperceptions that eventually lead to conflicts. Potential conflicts, due to teacher and student diversity and to opposing interests, occurred in the day-to-day exchanges in the classrooms. Advisors/Committee Members: Madsen, Jean (advisor), Torres, Mario (committee member), Webb-Hasan, Gwendolyn (committee member), Autenrieth, Robin (committee member).

Subjects/Keywords: intergroup conflict; cultural differences in schools

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APA (6^th Edition):

Narvaez, R. (2012). Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Web. 17 Feb 2019.

Vancouver:

Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

13. Alfaro, Frank Eduardo. The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas.

Degree: 2008, Texas A&M University

URL: http://hdl.handle.net/1969.1/85920

► This study examines Levels of Technology Implementation (LoTi) teacher selfratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi instrument is explained comprehensively… (more)

Subjects/Keywords: student achievement; technology integration

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APA (6^th Edition):

Alfaro, F. E. (2008). The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alfaro, Frank Eduardo. “The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas.” 2008. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/85920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alfaro, Frank Eduardo. “The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas.” 2008. Web. 17 Feb 2019.

Vancouver:

Alfaro FE. The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/85920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alfaro FE. The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

14. Arteaga, Veronica Hernandez. The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas.

Degree: 2008, Texas A&M University

URL: http://hdl.handle.net/1969.1/86019

► The purpose of this study was to examine the relationship between vertical teaming in science and student achievement. This study compared student achievement of campuses… (more)

▼ The purpose of this study was to examine the relationship between vertical teaming in science and student achievement. This study compared student achievement of campuses implementing vertical teaming with schools that do not practice vertical teaming. In addition, this study explored the relationship between selected demographic variables and vertical teaming using Grade 5 Science TAKS results in the Academic Excellence Indicator System (AEIS). Campus demographic variables such as economically disadvantaged, minority students, English language learners, student mobility, and experienced teachers were researched. A call-out yielded 168 responses. With the exclusion of the 12 campuses, a total of 156 participating campuses from 18 traditional school districts remained. Campuses employing vertical teaming were self-identified on the basis of having implemented the process for two or more years. The gain in percent mastered for Science TAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievement in science for campuses practicing vertical teaming and campuses that did not. The twoway ANOVA was used to measure the relationship between the independent variables (vertical teaming and campus demographic variables) on the dependent variable (student achievement on Science TAKS). The results suggested that campuses having low percentages of economically disadvantaged students statistically gained more on the Science TAKS than campuses that have high percentages of economically disadvantaged students irrespective of vertical teaming practices. In addition, campuses that have low percentages of minority students statistically gained more on the Science TAKS than campuses that have high percentages of minority students despite vertical teaming participation. Recommendations include districts, state, and federal agencies providing campuses with a high percent of economically disadvantaged students with more resources and more flexibility in using those resources. Recommendations for further study included a replication of the study that takes into account the degree of implementation of vertical teaming. Advisors/Committee Members: Collier, Virginia (advisor), Torres, Mario (advisor), Hoyle, John (committee member), Larke, Alvin (committee member).

Subjects/Keywords: Vertical Teaming; Student Achievement

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APA (6^th Edition):

Arteaga, V. H. (2008). The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86019

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arteaga, Veronica Hernandez. “The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas.” 2008. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/86019.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arteaga, Veronica Hernandez. “The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas.” 2008. Web. 17 Feb 2019.

Vancouver:

Arteaga VH. The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/86019.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arteaga VH. The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86019

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

15. Canada, Gloria Lou. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2053

► This study examined the influence of social workers placed at the elementary school level, who work with low-socioeconomic families. The intent of the study was… (more)

▼ This study examined the influence of social workers placed at the elementary school level, who work with low-socioeconomic families. The intent of the study was to examine the role of the social worker, at identified Title I elementary schools, on parent involvement. Research Question 1 asked, ?What influence do the family specialists have in family involvement as reported by parents and family specialists at the identified Title I elementary schools in the North East ISD, in San Antonio, Texas?? The results of this study strongly support that the family specialist on the campus did have a positive influence on parents getting involved at their child?s school. Research Question 2 asked, ?What selected variables influence parental involvement as reported by parents and family specialists, who are participants of the Parent Academy at the selected Title I elementary schools in the North East ISD, in San Antonio, Texas?? The results of this study strongly supported that the variables of open communication between home and school and the school being inviting to parents are positive factors in getting parents involved. Research Question 3 asked, ?What influence do community agencies have in assisting with the needs of families, as reported on the end-of-year summary sheets by the family specialists at the selected Title I elementary schools in the North East ISD, in San Antonio, Texas?? The results of this study showed that data procedures were inconsistent among the family specialists in the North East ISD. Data concerning the use of social service agencies was incomplete. No standard procedures are in place for tracking services provided to families. Research Question 4 asked, ?What influence do parents have on determining the classes set forth for the Parent Academy, as reported by the parents and family specialists who are participants of the Parent Academy at the selected Title I elementary campuses in the North East ISD in San Antonio, Texas?? The results of this study strongly suggested that both parents and family specialists feel the parents have a voice in choosing the classes provided for them by the family specialists. Advisors/Committee Members: Hoyle, John (advisor), Larke, Alvin (committee member), Torres, Mario (committee member), Trevino, Julian (committee member).

Subjects/Keywords: SOCIAL WORKER; FAMILY INVOLVEMENT; TITLE I ELEMENTARY SCHOOLS

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APA (6^th Edition):

Canada, G. L. (2009). The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2053

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2053.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Web. 17 Feb 2019.

Vancouver:

Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

16. Johnston, Suzanne 1963-. A Case Study of the Defense Support of Civil Authorities Program.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149222

► The intent of this record of study is to examine the effectiveness of the Defense Support of Civil Authorities program through the theoretical lens of… (more)

Subjects/Keywords: adult learning; constructivism; sense making

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APA (6^th Edition):

Johnston, S. 1. (2013). A Case Study of the Defense Support of Civil Authorities Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Web. 17 Feb 2019.

Vancouver:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

17. Lopez, Roberto I. A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149248

► Hispanic high school students have a dropout rate that ranges from 35 percent to 55 percent depending on what type of report you may be… (more)

Subjects/Keywords: urban Hispanic dropout problem; National Dropout Prevention Center strategies

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APA (6^th Edition):

Lopez, R. I. (2013). A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lopez, Roberto I. “A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lopez, Roberto I. “A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students.” 2013. Web. 17 Feb 2019.

Vancouver:

Lopez RI. A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopez RI. A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

18. Hlavinka, Sylinda. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149290

► This research studied not only the Millennial Generation teachers who have entered the workforce in recent years, but it also compared the perceptions of Black… (more)

Subjects/Keywords: Millennial Generation Teacher Retention; Diverse Student Populations

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APA (6^th Edition):

Hlavinka, S. (2013). The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Web. 17 Feb 2019.

Vancouver:

Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

19. Core, Brandon Heath. From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149424

► The purpose of this study was to advance our understanding of the original legislative intents of the Instructional Facilities Allotment (IFA) and to evaluate the… (more)

▼ The purpose of this study was to advance our understanding of the original legislative intents of the Instructional Facilities Allotment (IFA) and to evaluate the IFA policy in achieving its goals. The study seeks to identify the original legislative intents of the bill that led to the creation of this program. The study also describes the evolution of the program from the passing of the bill through inception of the program to gauge whether the policy satisfied those intents since its inception. Interviews were conducted with state-level officials, leaders, and legislators, as well as those affiliated with the litigation that led to the drafting of this legislation. These interviews were conducted to identify the original legislative intents of the bill that led to the formation of the policy. More specifically, this study sought to address the following questions: 1) What is the social political history of school finance in Texas in context with which the Instructional Facilities Allotment (IFA) policy was developed? 2) What were the legislative intents of the IFA? 3) Were the legislative intents achieved? A mixed method approach, employing both qualitative and quantitative research methodologies, was used in this study to evaluate the IFA policy. The data analysis yielded two over-arching themes from the interview responses relating to the research question ?what were the original legislative intents of the IFA?? A policy that was both legally defensible and politically responsible were two emerging themes identified in this study. Legislators aimed to keep the state out of court or have a policy that would be considered constitutional should facilities funding be challenged again through litigation. In addition, there was a desire among legislators to act in a manner that satisfied both their moral responsibility and political obligation. While the themes are two separate ideas, the analysis seems to support that one was possibly dependent on the other. The theme of politically responsible seems to be in response to, or in conjunction with, the notion that the primary motivator was to introduce a facilities funding program that was ultimately legally defensible. Furthermore, responses and data collected in regards to the third research question illustrated how both legislative intents seemed to be achieved initially, but the efforts deteriorated over time leading to a decline in it continuing to meet the intents. Advisors/Committee Members: Torres, Mario (advisor), Collier, Virginia (committee member), Saavedra, Abelardo (committee member), Burlbaw, Lynn (committee member).

Subjects/Keywords: Instructional Facilities Allotment; facilities funding; policy implementation

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APA (6^th Edition):

Core, B. H. (2013). From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Core, Brandon Heath. “From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Core, Brandon Heath. “From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy.” 2013. Web. 17 Feb 2019.

Vancouver:

Core BH. From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Core BH. From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

20. Rudd, Charla J. The History of Cranfills Gap ISD.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149569

► The record of study, The History of Cranfills Gap ISD, traces the significant chronological events, external and internal influences and aspirations of community, parents and… (more)

▼ The record of study, The History of Cranfills Gap ISD, traces the significant chronological events, external and internal influences and aspirations of community, parents and students through the development of this rural school in Central Texas. The development of the Cranfills Gap institution follows the organizational lifecycle theory of Ichak Adizes, Ph.D. This work poses a single question: What were the significant events throughout the 120 year history of CGISD? The pursuit of an answer to this question reveals the intricately woven web of issues associated with any discussion of educational change. On one level, the question might conjure a debate between educators who support small schools as opposed to large consolidated schools. This record of study, however, was framed to present the rural Texas school from an organizational development point of view. The rural school is remembered by former students, teachers and administrators within the context of county, state and national changes. Historic documents and oral histories are used to provide evidence of the stage of development. Within the stage of development the aspirations and needs of the community and students are revealed. Historic documents describe the school in quantitative terms, providing tangible, measurable data in the form of information such as cost of buildings, furnishings, number of pupils, teachers and length of term. Oral histories describe the rural school in qualitative terms. From the perspective of former students, teachers and administrators, a rural school is described by interpersonal relationships with the community at large, parents and classmates. The accumulation of unquantifiable, intangible, holistic data provides a complete picture of the rural school in Central Texas. The contribution of this record of study to the general knowledge of the educational community is that rural schools reflect the community?s moral convictions, aspirations and challenges. The evolution of change in education is influenced by external forces such as, state and federal policy, national economic situations, technological advances and internal factors such as leadership changes, patron demands, and financial stability. A longitudinal review of one educational system enables insight into the impact these forces have had. The 140-square-mile region around Cranfills Gap saw the convergence of Norwegian immigrants in 1854, when they began establishing churches and schools. Committed to ensuring Norwegian children were afforded sufficient education, community members took risks financially to establish and maintain the school. The reform movement to standardize education at the dawn of the Industrial Revolution propelled Cranfills Gap into providing a local high school. The 1930s and 1940s were a time of rapid growth and change. The period of greatest success featured a school-community partnership illustrated by actions of internal cohesion. By 1960 the rural district was experiencing declining enrollment, placing the district in a survival… Advisors/Committee Members: Collier, Virginia S (advisor), Burlbaw, Lynn M (advisor), Torres, Mario (committee member), Kelly, Larry (committee member).

Subjects/Keywords: education; rural school; history; organizational lifecycle; aspirations

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APA (6^th Edition):

Rudd, C. J. (2013). The History of Cranfills Gap ISD. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Web. 17 Feb 2019.

Vancouver:

Rudd CJ. The History of Cranfills Gap ISD. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rudd CJ. The History of Cranfills Gap ISD. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

21. West, William Keith. The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151065

► The dissertation examines the Texas Foundation School Program (FSP) empirically to determine its effectiveness in meeting state constitutional requirements and legislative policy goals. Three research… (more)

▼ The dissertation examines the Texas Foundation School Program (FSP) empirically to determine its effectiveness in meeting state constitutional requirements and legislative policy goals. Three research questions guided this study, two of which focused on the relationship between campus-level expenditures and standardized test performance, while the third analyzed the influence of a district?s property wealth designation on its respective accountability rating. Longitudinal Texas Academic Excellence Indicator System data, consisting of selected academic performance indicators and funding components, was collected from the Texas Education Agency. Approximately 7,000 campuses and 1,050 districts per year of study comprised this data. Ordinary least squares multiple regressions and multiple logistic regression analyses were conducted to identify significant predictors of campus expenditures, campus standardized testing performance, and district academic accountability ratings. After examining the FSP and its funding components empirically, evidence suggests that while campus-level funding components positively predict the ability of a campus to spend, they do not predict campus academic performance. Key campus funding components, such as compensatory education and special education, do not appear to be funded at appropriate levels to contribute to positive performance outcomes. If vertical equity is important, then the FSP appears to have the conceptual structure, but not the funding levels, in place to contribute to positive academic outcomes at the campus level. Data also suggests that a district?s wealth designation is not a significant predictor of accountability ratings. Though property wealth plays a key role in determining district revenue and expenditures, it does not appear to influence Texas accountability ratings to the same extent. Advisors/Committee Members: Torres, Mario (advisor), Rolle, Anthony (committee member), Sandlin, Judy (committee member), Larke, Alvin (committee member).

Subjects/Keywords: Texas Foundation School Program; Accountability; School Expenditures

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APA (6^th Edition):

West, W. K. (2013). The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151065

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

West, William Keith. “The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151065.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

West, William Keith. “The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses.” 2013. Web. 17 Feb 2019.

Vancouver:

West WK. The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151065.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

West WK. The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151065

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

22. Hull, Richard Donald. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151286

► The purpose of this study was to determine if significant differences existed in principals? perceptions of their school?s capacity to meet Adequate Yearly Progress (AYP)… (more)

▼ The purpose of this study was to determine if significant differences existed in principals? perceptions of their school?s capacity to meet Adequate Yearly Progress (AYP) requirements between principals whose schools failed to meet AYP requirements for one year compared to principals whose schools failed to meet AYP requirements for two to four consecutive years. Additionally, responses of the principals were analyzed based on the level of school, the location of the school, and if the school was or was not a Title I campus. A total of 2,040 schools met the criteria of the study and a finite population sampling method was utilized where the entire population of eligible principals was invited to participate in the study. A quantitative online survey was distributed to principals of eligible schools. A total of 183 principals responded, for a participation rate of nearly 10%. The study utilized two statistical methods for analyzing discrete data. Independent-t tests were conducted to determine if there were statistically significant differences in principals? perceptions of their school?s capacity between principals of schools that failed to meet AYP requirements for one year, and those that failed to meet AYP requirements for two to four consecutive years. It was found that there were not statistically significant differences in principals? perceptions of their school?s capacity. The second method of analyzing data was to conduct two-way ANOVAs to test for statistically significant differences in perceptions of principals based on level of school, type of school, and Title I status. It was found that there were not any statistically significant differences in principals? perceptions of their school?s capacity. The absence of statistically significant differences in principals? perceptions of their school?s capacity to meet AYP requirements regardless of the number of years the school missed the requirements, location of the school, type of school, or Title I status of the school could reasonably lead to the conclusion that capacity domains of schools fail to predict success of schools. This however, would contradict most literature that has previously been written about school capacity. Other more reasonable conclusions, as well as future research are presented in this study. Advisors/Committee Members: Torres, Mario (advisor), Madsen, Jean (advisor), Nafukho, Fredrick (committee member), Welch, Ben (committee member).

Subjects/Keywords: school capacity; leadership; No Child Left Behind; educational policy; AYP

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APA (6^th Edition):

Hull, R. D. (2013). Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Web. 17 Feb 2019.

Vancouver:

Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

23. Dyke, April Lynette. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151398

► The focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD)… (more)

Subjects/Keywords: Novice Teacher; ARD Meeting; IEP Meeting; Special Education; Mentor; ARD Training Video

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APA (6^th Edition):

Dyke, A. L. (2013). Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Web. 17 Feb 2019.

Vancouver:

Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

24. Steele, Ryan. School District Efficiency as Measured by the Financial Allocation Study of Texas.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151719

► The purpose of this record of study was to analyze efficiency in Texas public schools through the use of the Financial Allocation Study of Texas… (more)

Subjects/Keywords: school finance; efficiency

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APA (6^th Edition):

Steele, R. (2013). School District Efficiency as Measured by the Financial Allocation Study of Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Steele, Ryan. “School District Efficiency as Measured by the Financial Allocation Study of Texas.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Steele, Ryan. “School District Efficiency as Measured by the Financial Allocation Study of Texas.” 2013. Web. 17 Feb 2019.

Vancouver:

Steele R. School District Efficiency as Measured by the Financial Allocation Study of Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steele R. School District Efficiency as Measured by the Financial Allocation Study of Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

25. Russell, William F. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151924

► .This study examined teacher decision making regarding issuing student referrals using qualitative case study methodology. A single middle school was used for the case study… (more)

Subjects/Keywords: Discipline; Sensemaking; Middle School; Teacher; Teaching; School; Texas; Teaching; DAEP; Teacher Training; Teacher Preparation

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APA (6^th Edition):

Russell, W. F. (2013). Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151924

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151924.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Web. 17 Feb 2019.

Vancouver:

Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151924.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151924

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

26. Benedict, Rebecca Marie. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152640

► This study was designed to explore how White secondary teachers? perceptions about their students of color impacted instruction in a successful, diverse school district. In… (more)

Subjects/Keywords: teachers' perceptions students of color

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APA (6^th Edition):

Benedict, R. M. (2014). A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Benedict, Rebecca Marie. “A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/152640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Benedict, Rebecca Marie. “A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.” 2014. Web. 17 Feb 2019.

Vancouver:

Benedict RM. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/152640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benedict RM. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

27. Obamehinti, Feyi. The Values of Immigrant Students on Citizenship as a Trait of Character Education.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152656

► The purpose of this study was to examine the values of immigrant students on citizenship as a trait of character education in accordance to Texas… (more)

▼ The purpose of this study was to examine the values of immigrant students on citizenship as a trait of character education in accordance to Texas Education Code 29.906 in a high school setting. The study examined the perception of immigrant students who are in their first three years in U.S. schools on what shaped their understanding on citizenship as responsible members of society. Citizenship is one of the nine traits of character education in accordance to Texas Education Code 29.906. Data for the study was gathered from immigrant students at Hurst-Euless-Bedford (HEB) Independent School District, Euless, Texas. Furthermore, the study examined how immigrant students defined character in relation with citizenship. The gathered data provided a cultural sensitivity lens for curricula design and implementation in character education. The analysis of data collected from 45 immigrant students at HEB ISD was restricted to the national framework, What Works Clearinghouse (WWC). The analysis was used to make connections between two or more variables to determine important relationships that were not predicted. The national framework WWC provided a critical lens to analyze the data collected by categorizing outcome measures assessed in the study. Student responses ranged from cognitive, affective and behavioral categories. The cognitive category provided the understanding and ability to be able to reason about character concepts as well as academic content. The affective category provided the relation to attitudes, emotions, motives, and beliefs about what is important and the behavioral category provided the foundation of acting on understandings and beliefs. The research findings for this study included: 1. Most students (91%) ? defined character and related it with citizenship based on their understandings. 2. A small minority (9%) of students defined character in relation to a character in a storybook. 3. Students? understanding of character as a trait of citizenship is influenced by the values and culture of their country of origin. 4. The values of honor, hierarchy, gender roles, patriarchal and form of greetings shape immigrant students? understanding of citizenship as responsible members of society. 5. The integrated approach adopted by Hurst-Euless-Bedford Independent School District to character education is preparing immigrant students for citizenship. 6. Immigrant students have a broader understanding of being a responsible member of society than their non-immigrant peers. Advisors/Committee Members: Kelly, Larry (advisor), Torres, Mario (advisor), Webb-Hasan, Gwendolyn (committee member), Yalvac, Bugrahan (committee member).

Subjects/Keywords: Character Education; Citizenship; Immigrant; English Language Learners; Limited English Proficient; Character Traits

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APA (6^th Edition):

Obamehinti, F. (2014). The Values of Immigrant Students on Citizenship as a Trait of Character Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152656

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/152656.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Web. 17 Feb 2019.

Vancouver:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/152656.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152656

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

28. Lara, Alma Leticia. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/152861

► The purpose of this study was to provide an understanding of the process Latino parents utilize to gain access to postsecondary education information during their… (more)

Subjects/Keywords: social capital; postsecondary education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lara, A. L. (2014). A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/152861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Web. 17 Feb 2019.

Vancouver:

Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/152861.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152861

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

29. Coburn, Joseph Ryan. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155047

► Middle school students in the United States are not performing as well as their international peers on standardized math and science exams, and in Texas… (more)

▼ Middle school students in the United States are not performing as well as their international peers on standardized math and science exams, and in Texas middle school students? performance in math and science is not on par with other subjects. Additionally, the achievement gap between White and both African American and Hispanic students is greatest in math and science. The purpose of this study was to further extend the research on how the type of schedule used by a campus can improve learning outcomes for students in math and science. This quantitative analysis used MANOVA to examine how schedule structure influences math and science performance while factoring in teacher experience and minority student population, and a logistic regression explored the predictive value of schedule types on ratings under the Texas accountability system. Schools in the study came from Texas school districts with more than 50,000 total students. The first research question examined the influence of schedule type on math and science achievement school-wide when accounting for the factors of minority student population and teacher experience. There was a statistically significant interaction at the p < .05 level for schedule type and teacher experience in both math and science, but the only of the three variables that was significant in isolation was the campus percentage of students of color. The second research question probed the effect of schedule structure on math and science performance by ethnicity and found no significant interactions. The third and final question explored schedule structure and whether or not schedule can serve as a predictor of a school?s accountability rating. Using a logistic regression, the results showed predictive value in the equation. However, an examination of the correlation matrix showed total campus minority student population to be the primary predictor of accountability rating rather than schedule type. Recommendations from the study include using schedule type as only one factor of many for school improvement efforts, and that only schools with experienced, high-quality teaching staffs should consider employing a Block schedule over a more efficient Traditional schedule. Advisors/Committee Members: Torres, Mario S (advisor), Kelly, Larry (committee member), Madsen, Jean (committee member), Sandlin, Judy (committee member).

Subjects/Keywords: Block Schedule; Middle School; Math; Science; Urban schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Coburn, J. R. (2015). Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Web. 17 Feb 2019.

Vancouver:

Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

30. Burke, Jeffrey S. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155143

► This research examined the relationship between community educational attainment and Fourth Amendment legal principles being implemented in public schools. Using education attainment data obtained from… (more)

Subjects/Keywords: Educational Attainment; Fourth Amendment

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Burke, J. S. (2015). Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155143

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Burke, Jeffrey S. “Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155143.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Burke, Jeffrey S. “Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.” 2015. Web. 17 Feb 2019.

Vancouver:

Burke JS. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155143.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burke JS. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155143

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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