The present study is an analysis of six primers adopted for use in the public schools of Texas with the idea of comparing word-meanings used in the six books in order to find out possible sequences for the use of the books.

The problem set forth for this study is to evaluate the common schools of Hardeman County, Texas. The purpose of this study is to determine the weak points and the strong points of the schools, and to offer suggestions for improvement.

The object of this study is to present a brief, though detailed, account of the various methods used to install and to operate a twelve-year curriculum in the Texas Public Schools that have pioneered in this field.

While working for four years in a college writing center, often with dual enrolled high school students, I began asking myself why our local high schools do not have writing centers of their own. The effectiveness of writing centers in helping students advance their critical thinking and written communication skills is well documented, and yet students of diverse geographical locations and socio-economic status often arrive at college under-prepared for the rigor of academic written discourse. Employing a combination of institutional analysis and constructivist grounded theory, I conducted case studies on three Florida college writing centers, focusing on staffing models, training methods, services offered, and dissemination of information about these services. Drawing on experiential evidence and both qualitative and quantitative studies completed by Ben Rafoth, Jesùs Josè Salazar, and more, I propose adapted and adaptable writing center models for various Florida high school settings, grounding the options in current writing center theory and composition instruction pedagogy, laying the groundwork for further scholarship on the creation of flexible models of supplementary writing development education in Florida’s public school system. I conclude with a set of recommendations for key elements schools must address when creating and maintaining a writing center, including designing classroom space, recruiting and training peer tutors, and identifying a theoretical approach to student writing.

The problem is to develop a sound pattern of teacher education that will produce teachers capable of functioning adequately in modern public schools of a democracy.

A survey of Texas public schools was conducted to determine the state of their emergency preparedness programs with particular interest in hazard analysis, disaster experience, chain of command of responsibility, personnel training, and inter-agency cooperation. A model emergency management plan was proposed. A stratified random sample of all Texas public school districts was drawn from the twenty education service center regions and university interscholastic league district size classifications. Of the 275 districts sampled, 214 questionnaires were completed for a 78% return. The strong return justified a generalization to the entire population.

The problem of this study was to determine the change in public support which would occur due to a public school district's going through a strategic planning process and then the implementation of specific action plans. The purpose of the study was to demonstrate that the public support necessary to assure adequate funding for the district's programs could be gained by involving the community in a broad-based planning effort and by demonstrating a concerted effort to implement the actions required by the plan.

The problem of this study was to determine legal, moral, and social responsibilities and practices of the Texas public school system in dealing with religion. The purposes of the study were (1) to determine the impact of state and federal judicial decisions on religious practices in schools, (2) to review the historical background for trends of religious practices in the public schools of Texas, (3) to determine the social and professional influence on religious practices in public schools, and (4) to survey current religious practices from a select sample of public schools in Texas to determine if schools were basically sectarian. The following conclusions are inferred: I. It is not the intention of the Supreme Court of the United States to deny the existence of a Supreme Being, but rather its intention is to assure each individual freedom from any form of an established religion. 2. School policies do not delineate the role of religion in public school, 3. Through careful planning, progress could be made in developing policies for a study of religion which will complement, not supplement, the religious teachings of the home and of the church. 4. There are many opportunities for public schools to provide religious materials and courses in religion which are within the legal scope of Amendment I of the Constitution of the United States.

Transformation is change—especially under challenging circumstances—that is significant, systematic, and sustained, resulting in high levels of achievement for all students in all settings (Caldwell, 2006). Urban education is the primary focus and target of the school reform movement. The No Child Left Behind Act (NCLB) includes explicit requirements to ensure that students served by Title I are given the same opportunity achieve to high standards and are held to the same high expectations as all other students in each state. Urban public school superintendents confront social and economic challenges unique to urban districts and are under pressure to meet NCLB’s accountability standards and mandated policies. This study started with a broad question about effective urban public school superintendent management concepts and strategies. The study was designed and conducted to (a) identify the prevailing management concepts and strategies initiated by the superintendent to attain organizational clarity and effectiveness in improving student performance; (b) examine the degree to which the superintendent’s leadership and management concepts and strategies were understood, supported, and embraced by key members of the organization; and (c) examine how the management concepts and strategies used by the superintendent align with a business management concept that may be useful to district leaders and administrators seeking a concept or strategy to sustain organizational change. This researcher used a single-case study to examine the management concepts and strategies used by an urban public school district superintendent. This study was conducted in the largest urban public school system in Texas. The superintendent, 6 members of the district’s leadership team, and five principals were interviewed and answered online questionnaires. A board member was also interviewed. Finally, student achievement data were examined. The study found the superintendent implemented management leadership concepts and strategies that prevailed over the social and economic barriers faced by urban students. Use of these strategies increased and sustained student performance. Despite limitations, this study opens opportunities for further research in management leadership. Opportunities include further research within this urban district, outside the school district, or on each management leadership concept or strategy identified in this study. / text

Thesis (Ed.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.