There is no abstract available for this thesis.

The investigative study of female teacher leadership at the high school was undertaken to reveal women's leadership roles as they exist and to examine the potential for increasing women's voices in the educational world. The study further desired to identify support systems that could be enhanced to promote and sustain female teacher leadership development. The five ethnographic dialogues showed the prelude for leadership development rested solidly on female pedagogy, on the woman finding her voice and its possibilities in her community. All of the female leaders interviewed had professional engagements that brought them to arenas outside the classroom and their disciplines. Leadership for these female teachers meant actively taking responsibility for improvement or change that necessitated a step beyond the threshold of the familiar classroom. It meant challenging and helping students and colleagues grow and perhaps change through caring and empowerment activities. It meant knowing the community so that leadership risks were minimized. Leadership presented a composite of positive personal and professional growth opportunities. Opportunities challenged female leaders to engage their voices in professional movement and continue their commitment to their community. Female teacher leadership was strongly affected by powers above, administrators, and by attitudes from within the school setting. It was the makeup of the community though, that contributed to the timing of her development or leadership possibilities. The five women's experiences described reoccurring themes instrumental in female teacher leadership to be (a) mastery teaching skills (b) powerful teaching values and goals, (c) effective communication abilities, (d) diverse opportunities for participation, and (e) collegiality. Interviews revealed these women were searching for continuing challenges and growth. / Graduation date: 1998

This dissertation examines perceptions of faculty and administrators in Israeli institutions of higher education about their faculty evaluation programs, and compares them with perceptions of colleagues in comparable United States institutions. A written survey conducted among faculty and administrators in Israel was compared to similar data previously collected in the United States. Responses indicate that faculty roles are valued somewhat differently in Israel and the United States, but that faculty and administrators in both countries consider faculty evaluation to be important for the selection, promotion, tenure, and development of faculty. Yet, many are unclear about how the process of faculty evaluation operates and question whether it is always put to good use. Widely shared perceptions are that evaluation policies are often ambiguous and devoid of clearly articulated guiding principles; that evaluation procedures tend to lack consistency and fairness; and that their results do not always justify the effort. There is general agreement that the faculty evaluation process needs to be improved, but uncertainty about whether administrative support or resources could be elicited. Few believe that the evaluation is used efficiently to help faculty develop and improve their academic skills. The dissertation concludes with recommendations that might help remedy this situation.

There is no abstract available for this thesis.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The purpose of this research was to estimate (1) the extent to which institutional inbreeding is prevalent among mathematics faculty at colleges and universities throughout the United States; (2) the extent of institutional inbreeding among mathematics faculty at American colleges and universities classified according to institutional genre; (3) the extent of institutional inbreeding among mathematics faculty classified according to gender; and (4) the extent of institutional inbreeding among mathematics faculty in American colleges and universities classified according to regions of the country. Institutional inbreeding was defined as faculty employment at the institution from which one received the highest earned degree. An exhaustive review of the literature on inbreeding was used to develop this research. All public-supported and private-supported American universities that offer a doctorate in mathematics were identified by consulting the 1991 American Mathematical Society Professional Directory. Catalogs for the academic year 1991-1992 were requested from each institution. One-hundred sixty-seven institutions of higher education which offer the Ph.D. degree in mathematics and 5,961 faculty members were identified. The results of the analyses found a mean proportion of inbred mathematics faculty of 3.46 percent, which is one-tenth of the most recent study examining mathematics faculty. A chi-square goodness of fit test using specified frequencies, found a statistically significant difference between rates of institutional inbreeding among mathematics stratified according to gender. A chi-square goodness of fit test using specified frequencies was used to test the association between mathematics faculty when stratified by Carnegie classification and regions of the country. No association was found between rates of institutional inbreeding of mathematics faculty when institutions were stratified according to the Carnegie classification and regions of the country. This research indicates institutional inbreeding is on the decline among mathematics faculty in American Colleges and Universities.

This study is a review of the researcher's deliberate strategies for incorporating Latino culture into the teaching of a Spanish language course. The researcher developed, presented and assessed a curriculum unit designed to examine the social and educational problems of Latinos, the history of Latin America, the effects of discrimination and inequality in society, and the struggle by Latinos to succeed and gain respect in mainstream America. While the results from this initial study were mixed, the qualitative data collected indicated that an integration of language and social studies curricula provides students with a more comprehensive perspective on the meaning of culture. / Graduation date: 1997

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The student perspective is a largely ignored element of educational research. This study used the college student viewpoint to assess the influence Black high school educators have on their pupils. Given today's reality of racism in this society, the existing literature addressing this topic is inadequate. Using an open-ended questionnaire, the responses of 272 students enrolled in speech communication and education courses at a Northwestern land grant institution were analyzed using a descriptive methodology. Students having no experience with a Black educator answered the questionnaire from an imagined standpoint. Results indicated a large majority of the predominately White subject pool found their Black high school educator(s) to be credible. Aspects of institutionalized racism emerged when students deemed their Black educator(s) credible by measuring them against an assumed "White standard of credibility." Findings from this study provide additional evidence of the racism, albeit covert, in our public school classrooms. / Graduation date: 1998

Call number: LD2668 .T4 1963 F65 / Master of Science