This study investigated the presence of technology leadership components in Texas principal preparation programs. Programmatic and course information of principal preparation programs holding accreditation with Texas Education Agency were analyzed to determine presence of technology leadership instruction. Results were compared with Shrum et al.'s 2011 research, and showed a slight increase in presence. This study also examined possible differences in technology leadership components based on if the course was delivered online, face-to-face, or blended. Results showed a stronger presence of technology leadership in online courses. Additionally, the degree of alignment of technology leadership components being taught in principal preparation programs in Texas with the International Society for Technology in Education was explored. Results showed a positive correlation between technology leadership components instruction with the International Society for Technology in Education.

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The purpose of this study was to identify existing relationships between the perceptions of novice teachers regarding their teacher preparation programs, the support given to teachers from their schools, and the purpose of school. The study took place in Northeast Tennessee. Seventeen teachers from three different school systems participated in individual qualitative interviews, which lasted about one hour each. The finding corroborated the theory analyzed for this study and revealed areas for improvement in all levels of the education system. Teachers suggested meaningful changes to teacher preparation programs, including changes to general prerequisites and reorganizing education programs around meaningful field experience connected with adequate theory. Teachers suggested school districts to refine some programs they already have in place and improve their support. When prompted about the purpose of school, most teachers found a lack of connection between the expectations of school from state level and the purpose of school. The suggestions given by teachers matched the suggestions given by research regarding what needs to change to achieve the purpose of school.

This study assessed the most valid predictors of success of students entering into an undergraduate teacher preparation program in the Commonwealth of Pennsylvania. Using existing institutional data from a small, private, urban university in Philadelphia, analyses of the data identified variables with the greatest predictive ability. The variables were then used to develop a prediction model that predicts performance on the Basic Skills Math Test and Basic Skills Reading Test. The results of this study provide the university with an instrument to identify students most likely to pass the basic skills test and gain entry into the teacher preparation program. The results of this study also provide the Commonwealth of Pennsylvania support for using SAT scores as a measure of proficiency of basic skills in gaining entry into an undergraduate teacher preparation program. Implications of the research on admissions practices, teacher preparation program development, and education reform are discussed in the recommendations. / Educational Leadership

<p dir="ltr">The overarching purpose of this three-paper dissertation was to investigate the affordances of technology in educational settings and gain insight into how preservice and inservice teachers integrate technology as they design, develop, implement, and manage learning experiences. To meet this goal, three studies were conducted. In study 1 the purpose was to describe how preservice teachers identify educational problems and suggest solutions in which educational technology can be meaningfully implemented by using a problem-solving lens. Participated in this study 100 preservice teachers enrolled in an introductory educational technology course. Students’ technology integration activity was analyzed for this study. This activity, divided into three parts, required that students (1) shared and reflected on their best academic learning experience, (2) described how they could integrate technology into that learning experience, and (3) revisited their suggestions for technology integration, evaluated their ideas, and suggested revisions. Data were analyzed using an ill-structured problem-solving model synthesized from previous literature: identifying problems, generating solutions, making justifications, and monitoring. Results of this study indicated that preservice teachers had a simplistic understanding of technology integration, likely resulting from underdeveloped problem-solving skills. In study 2 the purpose was to identify the instructional strategies and technology affordances used while integrating technology that facilitated the development of student creativity by completing a systematic literature review about how technology (i.e., social media) is being used by educators to foster creativity. After the process of identification and screening, a total of 27 articles met the inclusion criteria and were selected for further analysis. The results indicated that, in most studies in which the use of technology was associated with promoting student creativity, a student-centered approach was used. Students had autonomy and flexibility to produce content, express their opinions, and share their experiences using social media. Also, participants used social media to create their own products, communicate with others, and collaborate virtually. In the studies, we identified that the social media affordances of ownership, association, and visibility lead to fostering student creativity. In conclusion, social media, when integrated with appropriate instructional strategies, can be successfully used as an educational tool to build an environment that promotes student creativity. In study 3 the purpose was to analyze the forms in which special education teachers design learning experiences that provide an environment for creativity development for students from special education and how their proposed technology integration plays a role in it across different settings (i.e., face-to-face, blended, and online learning). Three practicing teachers enrolled in an online graduate program in special education participated in this study. For the purpose of this study, the primary data source consisted of assignments (i.e., artifacts and reflections) submitted by students to the Technology Integration - Blended and Online Teaching (Ti-BOT) program, a licensure required as part of their Special Education program. Artifacts were analyzed through the lens of the existing literature on learning environments for creativity. Reflections were analyzed using a thematic analysis approach, applying a combination of inductive and deductive coding. The artifacts presented by the participants included elements of a creative environment and technology often facilitated the development of such an environment. However, the participants did not appear to explicitly and intentionally design activities to foster creativity, but to make modifications to learning activities and assessments that reflected the level of individualization and adaptations that are typically expected from special education teachers, described in individualized education plans (IEPs), and guided by Universal Design for Learning (UDL) principles. With the findings from this three-paper dissertation, the goal is to provide recommendations for how educator preparation programs can improve how they are approaching technology integration, gain deeper understanding of technology integration across diverse contexts and tools, and offer strategies for supporting the deeper consideration of how technologies can be meaningfully used.</p>

With limited state and local funds as well as a growing student population, how elected decision makers allocate money to impact college readiness needs to be explored. The purpose of this research study was to explore the impact of instructional expenditures on educational outcomes. This multivariate multiple regression study specifically explored the impact of instructional expenditure ratios and per pupil instructional expenditures of every public school district in Texas on student performance college readiness indicators measured by state assessments (State of Texas Assessment of Academic Readiness [STAAR] Mathematics and English Language Arts [ELA] test scores) and national assessments (American College Test [ACT] and Scholastic Assessment Test [SAT] scores) over a 5-year period. Fifteen different regression models were established with various significant predictors of expenditures and revenue funds. These models explained up to 46% of the variance for college readiness scores over the 5-year period.

The short existence of Early College High Schools has not allowed for considerable research to assess their operational effectiveness. Furthermore, the effectiveness perceptions and reactions of students enrolled at these schools have not been given ample opportunity to be studied – an integral component of any school’s operation. The purpose of the study is to focus on one specific ECHS while in its third year of existence to assess its operational effectiveness from the perspective of its students. The research methodology which was selected as appropriate for the study involves the use of qualitative research coupled with the case study method. In order to assess for reliable observations, currently enrolled students were interviewed to gain knowledge of their perception of the operational effectiveness at their early college high school. Additional qualitative data was utilized with an inductive analytic approach to provide for a detailed view of the school. Data was segmented into relevant parts to help identify emergent themes. The following themes emerged from the findings: attainable success; student roles and responsibilities; personalization; support to achieve higher-level work; highly qualified teachers; and engaging parents and community. The findings suggest that student perceptions reflect an effective school environment that enables them to meet the expectations of high school graduation and completion of up to two years of college credit. Moreover, the supplemental data collected provided evidence of effective school administration and instructional practices that foster the support and engagement of students to meet their needs as early college high school students. An objective study of an early college high school may assist its administrators to ascertain whether they are meeting the needs of their students. Future research concerning this topic may be able to utilize the results and conclusions of this study to further enrich the knowledge of effective early college high schools. / text

Some preservice special education programs (e.g., low-incidence disabilities, early childhood special education, ect.) are struggling to maintain enrollment, and often these programs are in jeopardy of being cut by their university. This session will be a roundtable discussion of what struggling programs can do to increase enrollemnt and viability.

Abstract Educational leaders who have an awareness of social justice are those who advocate for and achieve more equitable schools. School leader preparation programs that focus on social justice may help to improve schools, systems, and society (Dentith & Peterlin, 2011; Boske, 2012; Marshall and Oliva, 2006; Shields, 2004, 2010, 2012). For the purpose of this study, social justice is defined as fairness in terms of distribution of wealth, social privileges and opportunities within society. Some school leaders experience transformative processes which increase their critical awareness or consciousness during their formal preparation. What is not known is the extent to which social justice and transformative learning are salient characteristics of leader preparation programs- even those with an explicit social justice focus. Informed by Capper, Theoharis, & Sebastian’s (2006) framework for preparing educational leaders for social justice, this explanatory case study for dissertation examined a single educational leadership preparation program with an explicit social justice focus to explore the ways in which social justice is operationalized. Data was collected from multiple sources, guided by the following research questions: How can a stated commitment to social justice and transformation (transformative learning) be operationalized in a graduate program of study? and What perceptions do graduates have of the operationalization of a social justice-oriented school leader preparation program? Data was collected via nine semi-structured one-on-one interviews as a primary source for capturing participants’ perceptions of the program and its impact. It examined the in-place curriculum, pedagogy, and assessments that participants felt contributed to their development as socially-just school leaders. In addition, participants shared aspects of the program which they feel most effectively promoted their own critical consciousness, knowledge and skills. This study also utilized data from print sources (program overview and course syllabi) to provide additional information about the program. This research adds to the scholarly discussion of educational leadership development (in theory and practice). It focuses on the processes of developing an understanding of diversity and equity during preparation of socially-just school leaders. Finally, there are suggestions for further development of Capper, et. al’s (2006) framework for preparing social justice school leaders. This further developed framework, informed by leaders in the field, should be used to guide the development, review and improvement of programs that prepare school leaders for social justice.

This study examines the sense of preparedness of preservice special education teachers (PSETs) to instruct English language learners. Pre- and post-survey measures were analyzed using the Wilcoxon signed-rank tests for a group of PSETs as they engaged in their second semester of student teaching experience. To explore emerging themes, a post-qualitative analysis was performed using focus groups. Quantitative results revealed no statistical difference except for the Self-Efficacy subscale. Focus group data showed increased confidence levels resulting from the student teaching experience. A Mann-Whitney U test was used to compare pre-survey results between PSETs who had and PSETs who had not taken advanced coursework or participated in student teaching. With the exception of the subscale, Attitude Towards ELs in the Classroom, results revealed no statistical difference between the two groups. At the same time, qualitative, open-response questions revealed PSETs who had participated in advanced coursework and student teaching seemed to have a deeper understanding of ELs' instructional and linguistic needs. Contributions to the literature are presented which may help in designing teacher preparation programs to increase PSETs' sense of preparedness to better serve ELs with disabilities.