The purpose of this study is to examine the educational qualifications and functions of the business managers in the school systems of Texas with a scholastic population of one thousand or more. This study attempts to determine from the findings what the business managers' duties should be and the needed qualifications, educational and otherwise, for performing these duties.

The problem of this study is to discover and to point out with the aid of tables the changes which have occurred, and the most important factors affecting the growth and development of the public school system of Denton County during the period 1900-1942.

The purpose of this study is to determine some means of strengthening the already established program of Home and Family Life Education with adults in the Dallas Independent Schools, Dallas, Texas.

This study of the extra-curricular activities of the Woodrow Wilson High School of Dallas, Texas, was made to determine who and why each of the activities developed, the life span of each, the percentage of the student body enrolled in the various groups, and the value of each extra-curricular activity from the viewpoint of the teachers, of the students, and of authorities in the field.

The main purpose of this study is to determine some of the effects that the school laws passed by the Fifty-First Legislature will have upon the schools of Walker County.

The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study. This case study triangulated observation, interview, and document review data to identify the factors that were most beneficial to this particular community of practice. Drawing on the research of communities of practice, constructivism, and leadership theory, these factors were articulated into five domains with the hope that, with further research, this framework could influence the creation of additional communities of practice between traditional public and charter school leaders. This framework, including indicators and action steps to aid in creating a community of practice, identified five key factors: knowledge, relationships, authenticity, constructivism, and leadership. The convergence of these five domains pointed to two key take-aways: Communities of practice must create a risk-free environment in which sharing can occur so that participants can use storytelling as a vehicle for the exchange of ideas. Essential in creating this environment is the influence of a skilled facilitator who can drive these conversations. Ultimately, in sharing stories and building community, these communities of practice are meant to further the cause of a socially just education for all students regardless of the type of schools they attend.

Two trends have increased the importance of cross-boundary teaming in schools. School educators face more interdisciplinary tasks and problems. They are also further required to include diverse voices derived from students’ greater demographic diversity toward creating culturally inclusive school education. In light of this, cross-boundary teaming—where members share, leverage, and integrate divergent knowledge derived from different functional and demographic backgrounds to resolve shared tasks and problems—becomes an important form of collaboration for school members and especially School Leadership Teams (SLTs). Yet few studies in education leadership have directly informed the actual practice of SLTs’ cross-boundary teaming, which is largely defined from the cultural and political perspectives that mainly stress the team/organization’s structural conditions. Therefore, by employing Edmondson and Harvey’s (2018) model highlighting the functional and agency perspective, I explored one SLT’s cross-boundary teaming practice in depth. To achieve this goal, I selected one teacher leadership team (TLT) in one New York City public middle school and conducted a single case study with various coding techniques. I found that the TLT engaged in the five cross-boundary teaming practices by differentiating its team dynamics to address five challenging situation types derived from different patterns of knowledge boundary types in connection with their team contexts. The five cross-boundary teaming practices included (a) developing shared pools of meanings, (b) mixed use of deep-knowledge sharing and rapid knowledge co-construction, (c) distributing team leadership, (d) managing external boundary with their administrators, and (e) activating different challenging situations at the team level. The five cross-teaming practices overall suggested that TLT’s team dynamics—which I conceptualized as two learning layers—were varied, depending on the five knowledge boundary types along with their team contexts. I believe that by suggesting one TLT’s specific team-learning interactions and mindsets through two learning layers, my findings contribute to complementing the limitations of the existing literature on SLTs to further help SLTs work effectively. Furthermore, by empirically demonstrating one TLT’s cross-boundary teaming, I believe my findings contribute to extending Edmondson and Harvey’s (2018) conceptual model—which illuminates knowledge boundaries as another important factor navigating team dynamics and increasing team effectiveness in the context of interdisciplinary teams.

This study will endeavor to make a comparative study of seventeen children in the second grade in an elementary school in Dallas that attended private schools and omitted the first year of the public school, and seventeen children that are in the second grade after completing the first grade in the public school. The purpose of the study in comparing the social and academic status of the two groups is to determine if the non-scholastic child after a year of private school is able to adjust and accomplish an academic and social status on the level of the second year of the public school as compared with children of school age that have been through the first year and are now in their second year.

The purpose of this study is to show the need for placing the teaching of accident prevention and first-aid into the curricula of all public schools of the State of Texas on a compulsory basis and to prescribe definite criteria for the work.

No description available.