Thesis (Ph. D.)--Texas A&M University, 2006. / "Major Subject: Educational Administration" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Thesis (Ph. D.)--Texas A&M University, 2005. / "Major Subject: Educational Administration" Title from author supplied metadata (automated record created on Feb. 23, 2007.) Vita. Abstract. Includes bibliographical references.

Recognition that social and global issues are important to education has re-ignited interest in policy approaches to controversial and sensitive issues(CI).Without a policy framework for CI education, educators become 'de-skilled' by their working conditions. This qualitative study researches teachers and school administrators' understanding of CI policy (CSI 2003) using a theoretical framework structured on critical democracy and a conceptual lens of critical discourse and narrative analyses. Research findings reveal CSI lacks a cogent conceptual framework; it supports curricula and board policies. Some school administrators use CSI to support the system against community-based challenges to policy and programs. In this way, the process of CSI is not democratic. Further, a critical discourse analysis reveals deeply-embedded contradictions through competing voices for authority. Teachers report feelings of fear and experiencing surveillance in conditions of inadequate and inequitable CI policy support. The findings locate inattention to students' roles is defining what (and how) CI enter the classroom. The research findings sharpen our knowledge of local-level policy activity among users. For these and other reasons, the work censures CI policy for 'white privilege' and 'liberalism.'From a theoretical perspective, the thesis asserts the need for more work on the intersections of critical policy, critical democracy and citizen engagement in policy processes.

Recognition that social and global issues are important to education has re-ignited interest in policy approaches to controversial and sensitive issues(CI).Without a policy framework for CI education, educators become 'de-skilled' by their working conditions. This qualitative study researches teachers and school administrators' understanding of CI policy (CSI 2003) using a theoretical framework structured on critical democracy and a conceptual lens of critical discourse and narrative analyses. Research findings reveal CSI lacks a cogent conceptual framework; it supports curricula and board policies. Some school administrators use CSI to support the system against community-based challenges to policy and programs. In this way, the process of CSI is not democratic. Further, a critical discourse analysis reveals deeply-embedded contradictions through competing voices for authority. Teachers report feelings of fear and experiencing surveillance in conditions of inadequate and inequitable CI policy support. The findings locate inattention to students' roles is defining what (and how) CI enter the classroom. The research findings sharpen our knowledge of local-level policy activity among users. For these and other reasons, the work censures CI policy for 'white privilege' and 'liberalism.'From a theoretical perspective, the thesis asserts the need for more work on the intersections of critical policy, critical democracy and citizen engagement in policy processes.

The purpose of this study was to determine which management and leadership behaviors selected superintendents perceived as critical to the position of principal. Differences were examined by gender as well as size of district. A secondary goal of this research was to raise awareness regarding gender inequity that exists in educational administration. The population of the study was all female superintendents in Texas (N=135) and randomly selected male superintendents (N=301). Data were disaggregated by gender and size of district. An e-mail was sent to each superintendent with a web address and an access code. A response rate of 66% was obtained for a sample size of 290 superintendents. The survey contained items on management and leadership skills from the Peterson Managerial Leadership Instrument (PMI) and the Leadership Practices Inventory (LPI) developed by Kouzes and Posner. Superintendents were asked to respond to the behaviors based on their envisioned best principal. Descriptive and inferential statistical analyses were performed for the total group and subgroups. Major research findings included: 1. An independent samples t-test on the PMI determined two behaviors that were significantly different (p< .05) and six behaviors that were significantly different (p<.01) between the means of female and male superintendents. 2. An independent samples t-test on the LPI determined four behaviors that were significantly different (p<.05) and one behavior that was significantly different (p<.01) between the means of female and male superintendents. 3. A post hoc Scheffe analysis on the PMI indicated four levels of perceived use on the managerial statements and six levels of perceived use on the leadership statements at the p< .05 level. Based on the findings of this study, researcher recommendations include: 1. The process of identifying the pool of applicants for the principalship needs to be examined for screening processes that block women and minorities from educational administration. 2. Principal appraisal instruments should be reviewed and weighted to correctly reflect management tasks against other administrative duties. 3. School districts need to investigate the use of personality and leadership instruments while developing a cohort of potential principals.

Thesis (Ed. D)--Texas A & M University, 2003. / "Major Subject: Educational Administration." Title from author supplied metadata. Includes bibliographical references.

<p> The purpose of this research was to explore individual district hiring policies within Louisiana. The primary question guiding this research was: Is there a particular process currently used by districts in the state of Louisiana that leads to hiring a greater number of effective teachers? Qualitative methodological procedures used in this research explored current policies throughout Louisiana in relation to teacher hiring. Using a case study, data was collected in two phases: (1) an extensive review of the policies in 17 districts; and (2) interviews of five district personnel. The document review uncovered 7 themes and 25 codes essential in the process of hiring teachers. Those themes were: (1) documentation; (2) positions; (3) contracts and compensation; (4) qualifications and duties; (5) recruitment; (6) employment; and (7) assignment. Interviews were used to determine how individual districts were implementing state and federal policy. </p><p> Finally, three major findings were discovered as a result of the research: (1) Louisiana suffers from pockets of insufficient teacher supply; (2) technology, including social media, can serve as a valuable tool in recruiting and hiring of effective teachers; and (3) no major distinction in hiring practices across districts. An implication for educational leaders include reviewing current policy to eliminate barriers which may prevent the use of technology as a recruiting tool for K-12 educators.</p>

<p> Corporal punishment in the public schools is legally authorized in 19 US states. Research suggests that inflicting corporal punishment to control student behavior does not produce the intended results. Research demonstrates that this form of punishment is associated with aggressive behavior, lack of confidence and self-worth, lower student achievement scores, and limited cognitive functioning, and also may result in a future of violent and criminal behaviors. Research suggests that using alternative forms of discipline and control, such as Positive Behavior Support (PBS), may produce the exact opposite effect &ndash; higher test scores, higher self-esteem, and a more positive outlook and proactive problem solving. </p><p> The research adopted in this analysis of corporal punishment in Texas public schools includes a multiple methods approach with the use of online literature, print literature, school board polices, and research database sites. The findings from this research identify patterns in corporal punishment policies and practice, including analyses of district type, race, academic performance, and socioeconomic status. Research methods used in this analysis of corporal punishment in Texas include document, descriptive, and statistical analyses.</p>

<p> The purpose of this concurrent embedded mixed methods study is considered three-fold: (1) to analyze prior research in order to develop a reform, reculturing, and sustainability survey; (2) to inform schools as to best practices; and (3) to offer a conceptual model for sustaining reculturing and school reform efforts. The study addressed the analysis and validation of data from the Wallace Foundation School Turnaround Evaluation Grant in which three surveys were created and administered in conjunction with a Wallace Foundation evaluation pilot study conducted by contracted university personnel from University of Louisiana at Lafayette: (1) School Turnaround Principal Pilot Study, (2) School Turnaround Leadership Team Pilot Study, and the (3) Teacher Turnaround School Culture Pilot Survey. </p><p> When the principal and leadership team surveys were re-analyzed, the researcher focused on five competencies: (1) Data-Driven Planning and Decision Making, (2) Driving for Results, (3) Influencing for Results, (4) Problem Solving, and (5) Showing Confidence to Lead. Descriptive statistics for each of the teacher survey items was conducted to provide a snapshot of how Louisiana public school teachers in low performing schools felt about the culture in their schools and how they preferred it to be. The researcher used exploratory factor analysis to validate and determine the latent structure of the teacher culture survey for which two factors, <i>Leadership and Vision</i> and <i>Professional Commitment and Collaboration,</i> emerged. </p><p> The analysis of qualitative data from related interviews yielded five themes to represent reculturing and/or sustainability of reform efforts: (1) Principal Leadership, (2) Professional Teacher Teams, (3) Deliberate Use of Data, (4) Strategic and Instructionally Focused Planning, and (5) Care and Concern for Students. </p><p> The factor analysis and triangulation of the collective data allowed the researcher to prepare a revised survey instrument, the <i>Reculturing for Reform and Sustainability Survey,</i> for schools to administer to teachers to learn about the teacher&rsquo;s perceptions in regards to the school&rsquo;s culture as they sustain best practices. Given at regular intervals, the survey would serve as a reculturing gauge as the school is undergoing reform. Major findings and implications for theory and practice, educational leadership, and future research.</p>

Teachers struggle to address motivation and its impact on reading achievement and the continued desire to read, even with first-grade students. The theoretical framework for this study was based on Bandura's social cognitive theory of self-efficacy, which pertains to how individuals feel and think about themselves and the way they self-motivate; it was also based on Skinner's operant theory, which maintains that a student can be motivated by positive reinforcement. A quasi-experimental design was used to examine the impact of 3 motivation conditions (intrinsic, extrinsic, or a combination of both) on the reading achievement and oral reading fluency of 66 first-grade students. The students in 3 intact classrooms were assigned as 3 different treatment groups, each representing a separate motivation condition. The dependent variables were reading achievement and oral reading fluency. Data were pretest and posttest scores on reading achievement and oral reading fluency measures. Students in 2 of the 3 groups graphed their oral reading fluency (words read correctly per minute), which supported the intrinsic motivation condition of goal setting. Similarly, students in 2 of the 3 groups received rewards, which defined the extrinsic motivation condition. After 8 weeks of treatment conditions, posttest scores were compared with pretest scores as a covariate. An analysis of covariance showed no statistically significant differences in reading achievement between the 3 motivation conditions. Further analysis revealed a statistically significant difference in oral reading fluency favoring the intrinsic motivation intervention group. The findings suggest that 8 weeks may not be sufficient for students to benefit directly from any specific motivation condition, but suggest that engaging students in goal setting may improve reading achievement and eventual literacy.