Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Not available / text

The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were used to illustrate data collected from the research sample. A t-test for independent means was used for Research Questions #1 and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data as a function of gender, English language learner status, socio-economic status, and the language of the test in Research Question #3. Findings in the study included the following: 1. There was statistical significant difference on third grade TAKS reading scores among the students who attended pre-kindergarten. 2. There was statistical significant difference on third grade TAKS math scores among the students who attended pre-kindergarten. 3. There was no statistical significant difference on third grade TAKS reading or math among the students who attended or did not attend pre-kindergarten based on gender, socio-economic, English language learner status, and the language of the test.

Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ed. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Abstract The purposes of this research were¡G(1) to uncover the implementation of school-based curriculum evaluation and the current state of teacher¡¦s self-understanding on professional curriculum knowledge and skills of public elementary schools of Kaohsiung City; (2) to analyze the differences of dimensions of school-based curriculum evaluation on different background variables; (3) to realize the differences on professional curriculum knowledge and skills of teachers on different background variables; (4) to explore the relationship between the current outcomes of school-based curriculum evaluation and professional curriculum knowledge and skills of teachers; (5) to offer feasible suggestions according to the results for schools which can implement school-based curriculum evaluation and teachers who might improve their curriculum knowledge and skills. This research adopted questionnaire method to collect information about the current state of the implementation of school-based curriculum and self-understanding of professional knowledge and skills of teachers in public elementary schools of Kaohsiung City. Questionnaires were given to 552 teachers of 45 classes and 438 of which were valid. Two major instruments, i.e. The outcomes of School-Based Curriculum Questionnaire and Teacher¡¦s Self-understanding of Professional Curriculum Knowledge and Skills Questionnaire, were designed to collect data, which were later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, and so on. The major results were summarized as follows¡G 1. Most teachers affirm the fine achievements of the current state of school-based curriculum evaluation in public elementary schools of Kaohsiung City. There are high performances in self-understanding of professional curriculum knowledge and skills of teachers in public elementary schools of Kaohsiung City. Therefore, Schools in Kaohsiung have put into effects of the implementation of school-based curriculum evaluation. 2. Age, educational background and teaching seniority of teachers have no influence on school-based curriculum evaluation; teachers who hold executive positions ranked high on ¡§evaluation use¡¨ by levels, and approve the implementation of it. High school-based curriculum evaluation participation ranked high in ¡§evaluation plan¡¨ by levels, and approve the measures of it. There were significant differences on school scales, history of school-based curriculum evaluation by levels. 3. There were significant differences on teacher curriculum professional knowledge and skills based on diverse educational background, position and the participation. Teachers who have a graduate school diploma, hold the executive positions or have high degree of participation in school-based curriculum evaluation show better curriculum professional knowledge and skills¡FThere is no influence on age and seniority of teachers. School scales and history show significant differences on teacher curriculum professional knowledge and skills, and medium schools or schools which have the history more than 61 years ranked high on teacher curriculum professional knowledge and skills. 4. Separating high from low performance on school-based curriculum evaluation has significant differences on self-understanding of teacher curriculum professional knowledge and skills. Teachers who have high performance are equipped with better professional knowledge and skills, vice versa. In accordance with the results of this research, suggestions concerning aspects of the authorities, schools, educational executive units were put forward. Further studies were also proposed. Key words: the implementation of school-based curriculum evaluation, professional curriculum knowledge and skills

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 204-209). Available also in a digital version from Dissertation Abstracts.

The goal of current education reform is to increase student achievement (Odden & Clune, 1995). Discrepancies, however, continue to exist in the achievement between the White majority and the minorities of color, including Hispanics as seen in the results of the Texas Assessment of Knowledge and Skills (TAKS). Although 198 Texas elementary schools received an exemplary rating in 2005 for their TAKS performance, only a handful of those schools with a high percentage of Hispanic, economically disadvantaged, and Limited English Proficient (LEP) student enrollment achieved this coveted academic rating (TEA, 2005). This study attempts to answer the research questions: 1) Which, if any, instructional practices are present in the exemplary-rated campuses with high numbers of Hispanic LEP students compared to acceptable-rated campuses with the same type of student populations? and 2) Are educators aware of and modifying their instructional practices to be more aligned with proven research-based practices? The Best Practice and Benchmark Concept provides the framework for the study. The design includes the use of a survey, interviews, an observation checklist, and an analysis of documents to compare the practices of two exemplary-rated campuses and two acceptable-rated campuses, all spanning grades PreK-5th grade, enrolling at least 500 students, and serving high percentages of Hispanic, economically disadvantaged, and LEP students. Findings revealed differences in the consistent use of best practices, in the methods of instruction (structured and directive versus constructivist), in the positive attitude and commitment of teachers, in the type of research-based programs, and in the instructional settings of the bilingual/ESL students. The finding of mixing structured, directive instruction to promote student success before moving to a more constructivist method of teaching is a practice rarely encountered in literature. All other practices observed have been documented in literature. In addition, educators were indeed found to be modifying their practices to align with those proven in research. Other factors besides best practices which influence student achievement surfaced, indicating the difference in performance between the exemplary and the acceptable campuses could not be attributed solely to the use of best practices. / text

Thesis (M.A.)--University of Texas at El Paso, 2007. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.