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You searched for +publisher:"University of Texas – Austin" +contributor:("Flores, Steve"). Showing records 1 – 2 of 2 total matches.

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University of Texas – Austin

1. -1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.

Degree: Educational Administration, 2016, University of Texas – Austin

School district leaders who have been well-prepared can positively impact student achievement in their school districts. In the area of special education, however, some superintendents appear to be less well-prepared for their role. Perhaps as a result, studies investigating superintendents’ roles and responsibilities in special education have revealed a focus primarily on the areas of budgeting and legal compliance when working with special education directors. While the responsibilities of the superintendent may be established in the eyes of the superintendent (Chaffin, 2013; Cope, 2002; Porter, 1999; Volpe, 2006), what is not well known is what special education directors perceive as the role of the superintendent in regards to special education (Volpe, 2006; Thompson & O’Brian, 2007). This study focused on the perceptions of special education directors on the role of superintendents in special education and the relationship between special education directors and superintendents. The study serves as an explorative qualitative study using grounded theory (Corbin & Strauss, 2015). Data was collected through interviews of special education directors and a review of publicly accessible documents. Participants were selected from currently-practicing special education directors in public school districts who have served in that capacity for at least two years. Major findings of this study suggest that self-perception of the role of special education directors is broader than what is revealed in current literature. The findings also support a number of roles for the superintendent in special education beyond finance and legal compliance and that special education directors perceive their relationship with the superintendent as both indirect and informal. Advisors/Committee Members: Olivarez, Ruben (advisor), Ovando, Martha (committee member), Flores, Steve (committee member), Pazey, Barbara (committee member), Sharpe, Edwin (committee member).

Subjects/Keywords: Superintendent; Special education; Educational administration

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

APA (6th Edition):

-1789-0084. (2016). Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41299

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

Chicago Manual of Style (16th Edition):

-1789-0084. “Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.” 2016. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/41299.

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

MLA Handbook (7th Edition):

-1789-0084. “Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field.” 2016. Web. 16 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/41299.

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

Council of Science Editors:

-1789-0084. Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41299

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


University of Texas – Austin

2. Martinez, Hector, Ed. D. Instructional and structural factors related to successful dropout prevention and recovery programs.

Degree: Educational Administration, 2015, University of Texas – Austin

The purpose of this study was to identify the salient factors that influence student dropouts and students on the verge of dropping out to return to school as well as the programmatic factors, both structural and instructional, that support students to compete graduation. Three research questions guided the study including: (1) What district-wide programmatic interventions, both structural and instructional, seem to be successful in retaining recovered dropouts and in keep students on the verge of dropping out in school actively engaged in pursuing graduation? (2) What motivates student dropouts and students on the verge of dropping out to return to school? and (3) What motivates recovered student dropouts and students on the verge of dropping out to remain in school? Accordingly, this study was designed with a qualitative collective case study approach to examine one high school dropout prevention program and one dropout recovery campus. Data collection included document reviews, in-depth interviews, and focus group discussions. Findings revealed stakeholders’ perceptions of the efficacy of several structural interventions to keep students on track to graduation. These included creating an academic options framework to meet student academic needs, using student cohort groups to monitor academic progress, and using campus leaver teams to track students who withdrew from school. Furthermore, the findings show the benefits of several instructional interventions including an online curriculum offering students flexibility to complete lost course credits, academic support through direct teaching and small group instruction, and individualized academic plans based on student needs. Finally, results showed that students were primarily motivated to return to school based on positive family influences and a desire for a better future. The study also revealed that students remained in school because of positive teacher relationships, small class sizes, and support services. Advisors/Committee Members: Olivárez, Rubén (advisor), Nance, Deborah (committee member), Sharpe, Edwin R (committee member), Callahan, Rebecca (committee member), Ponce, James (committee member), Flores, Steve (committee member).

Subjects/Keywords: Dropouts; Dropout prevention; Dropout recovery

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

APA (6th Edition):

Martinez, Hector, E. D. (2015). Instructional and structural factors related to successful dropout prevention and recovery programs. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/34050

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

Chicago Manual of Style (16th Edition):

Martinez, Hector, Ed D. “Instructional and structural factors related to successful dropout prevention and recovery programs.” 2015. Thesis, University of Texas – Austin. Accessed February 16, 2019. http://hdl.handle.net/2152/34050.

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

MLA Handbook (7th Edition):

Martinez, Hector, Ed D. “Instructional and structural factors related to successful dropout prevention and recovery programs.” 2015. Web. 16 Feb 2019.

Vancouver:

Martinez, Hector ED. Instructional and structural factors related to successful dropout prevention and recovery programs. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2152/34050.

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

Council of Science Editors:

Martinez, Hector ED. Instructional and structural factors related to successful dropout prevention and recovery programs. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/34050

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

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