The primary purpose of the study was to identify and describe the arguments used in the sex education controversy in the Dallas Independent School District. The issue was examined as a debate and as a social movement promoted and resisted by community rhetoricians. Arguments were elicited from interviews with rhetoricians on both sides of the issue.

The purpose of this study was threefold: (1) to write a narrative account of the meaning, objectives, and functions of -auditorium work in public schools and to note the importance of providing for pupil participation in auditorium classes, and recommended practices in planning for and presenting programs in this phase of the educational situation; (2) to develop in detail the practices, procedures, and techniques contained in printed and mimeographed materials distributed by the Board of Education to auditorium teachers to serve as guides in conducting auditorium work in the elementary schools of Dallas, Texas; and (3) to evaluate these instructional materials in the light of modern practices, procedures, and techniques advocated by authorities in the field of auditorium work. As an outgrowth of these three phases of the study, it was believed that certain conclusions might be evident as to the efficacy of the auditorium work in the elementary schools of Dallas in so far as it could be determined by a careful examination of materials prepared for the use of auditorium teachers in conducting their classes. It was believed, also, that it might be possible to make recommendations for the improvement of auditorium work in the elementary schools of Dallas in the light of the instructional materials now used by auditorium teachers as compared to modern conceptions of auditorium advanced by authorities in the field.

The problem is, to determine the correct interpretation of the Texas statutes which govern the relationships between the municipality and the school district.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: James Raths, School of Education. Includes bibliographical references.

Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Carol Vukelich, School of Education. Includes bibliographical references.

The purpose of this study was to identify, describe, and examine the aspirations of Goessel stakeholders for USD 411 and their community using an appreciative inquiry research perspective and the theoretical frameworks of social capital. The data revealed seven aspirations. (1) The Community of Goessel stakeholders and USD 411 stakeholders aspire to a unique and independent identity for USD 411. (2) The Community of Goessel stakeholders and USD 411 stakeholders aspire to maintain a unique and independent school system with high academic standards. (3) The Community of Goessel stakeholders and USD 411 stakeholders shared their aspirations to maintain their high degree of quality of life and sense of safety that they perceive to exist in the community. (4) The Community of Goessel stakeholders and USD 411 stakeholders aspire to maintain a positive relationship between USD 411 and the churches within the community. (5) The Community of Goessel stakeholders and USD 411 stakeholders aspire to embrace diversity. (6) The Community of Goessel stakeholders and USD 411 stakeholders have aspirations for community improvements. (7) The Community of Goessel stakeholders and USD 411 stakeholders hold a positive view toward meeting the challenges they perceive to face the community of Goessel and USD 411. The data also revealed three challenges. (1) The Community of Goessel stakeholders and USD 411 stakeholders recognize the challenges that exist in sustaining a small town atmosphere and are willing to work together to seek a viable community based solution. (2) The Community of Goessel stakeholders and USD 411 stakeholders recognize the inherent challenges of sustaining high academic standards in USD 411 due to potential changes in the community’s demographics if population growth is encouraged. (3) The Community of Goessel stakeholders provided evidence of social capital in the community as expressed through high levels of bonding capital and the need to generate more bridging capital. The findings also suggest that the community of Goessel stakeholders and USD 411 stakeholders are willing to work cooperatively to overcome the challenges they face to sustain the community of Goessel and USD 411. Social capital can be found throughout the community of Goessel and USD 411. The data revealed an abundance of bonding capital. The data also revealed evidence of bridging capital. Establishing linkages and bridging capital to outside resources will help the community of Goessel stakeholders achieve their aspirations. / Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership. / "May 2005."

For individuals and organizations, the events of the past shape and affect the decisions made in the present, to the benefit or detriment of the person or group. Historical research can make available information about the past that aids understanding of the future. This qualitative explanatory historical study of the schools of Magnolia, Texas creates a record of the Magnolia Independent School District by focusing on the political climate, growth patterns, and ethnic influences from 1900 to 2009. The methods of data collection consist of personal interviews, oral histories, school district documents, school board minutes, and newspaper articles. The research questions that guide the study are: (1) What is the history of Magnolia Public Schools and what influential people and events have shaped the district? (2) What were the causes of growth periods in the Magnolia Independent School District, and what were the effects of such growth? and, (3) How did the district’s ethnic and socioeconomic groups affect its growth and instruction? This explanatory historical study identifies the connection between the development of the schools in Magnolia, Texas and the surrounding community that has grown due to urban expansion. By recording the perceptions of the key people who have witnessed the district’s history, noting the influential events that have occurred, and documenting the district’s periods of growth, this study will help preserve the history of the schools in Magnolia for current and future leaders and researchers. By assisting with an understanding of the causes of decisions and actions taken in the past, this study has the potential to become an important resource for school administration and staff, community members, and other stakeholders as they seek to positively impact the present and the future.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 172-192). Available also in a digital version from Dissertation Abstracts.

This study examined the data use of central office administrators working in the Curriculum and Instruction Department of a school district. The purpose of this work was to broaden the knowledge base of data use and of the integral role the central office plays in the district-wide use of data to improve teaching and learning. Two research questions guided the study: (a) How do central office personnel involved in curriculum and instruction use data to support district goals of improved student achievement, and (b) how do central office personnel involved in curriculum and instruction use data to support campus goals of improved student achievement? A qualitative and quantitative data collection process with a single-case study approach included focus groups, individual interviews, and a survey instrument. The data from these components were coded, analyzed, and translated into themes and findings using a 9-step constant-comparative process. This process provided rich description and a comprehensive evaluation of findings to answer the research questions. Findings regarding the use of data within the department of curriculum and instruction at the central office revealed that administrators most often took on the role of data provider. The central office provided reports both to campuses and to comply with federal and state regulations and funding requirements; provided professional development to principals, teachers, and instructional specialists; provided information about student achievement to parents and the greater community; and encouraged the use of data and highlighted the value of data use to inform instructional choices. Further analysis of the data revealed barriers that inhibit the systemic use of data and the ability of school districts to become truly data informed: lack of a common vision for data use, creation of data silos that reduce the ability to collaborate and make cooperative data-based decisions, too much data for consideration, and fragmented implementation of the goal-setting process. These findings contribute to the current literature by demonstrating the importance of the central office in data use. In conclusion, what central office administrators do with data matters, and how the central office uses data to support teacher and principal quality is critical in a district focused on improving teaching and student learning. / text

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