Browsing by Subject "Educational equalization"
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Item A comparison of seven models for the equalization of educational expenditures for capital outlay and debt service in the Texas public schools(Texas Tech University, 1979-05) Edington, Scot HNot availableItem Developing statistical inquiry: prospective secondary mathematics and science teachers' investigations of equity and fairness through analysis of accountability data(2004) Makar, Katie M.; Confrey, Jere.; Marshall, Jill Ann.Concerns about equity in the ways that schools are using the data from the results of their students’ state-mandated exams (Confrey & Makar, in press) prompted this mixed-method study, based on the model of Design Research (Cobb et al., 2003). The study was conducted to provide insight into the ways that understanding of the statistical concepts of variation and distribution, developed in the context of learning about equity and assessment, can allow prospective teachers to broaden their understanding of equity and gain experience with conducting an inquiry of an illstructured problem through the use of data generated by high-stakes tests to investigate equity and fairness in the accountability system. The study took place in an innovative one-semester course for preservice teachers designed to support and develop understanding of equity and fairness in accountability through data-based statistical inquiry (Confrey, Makar, and Kazak, 2004). The prospective teachers’ investigations were conducted using Fathom Dynamic Statistics (Finzer, 2001), a learning software built for novice data analysts which emphasizes visualization and building inferential thinking through highlighting relationships between multiple variable displays. Semistructured investigations during the course led up to a three-week self-designed inquiry project in which the prospective teachers used data to investigate an area of interest to them about equity in accountability, communicating their findings both orally and as a written paper. Results from the study provide insight into prospective teachers’ experiences of conducting inquiry of ill-structured problems and their struggle with articulating beliefs of equity. The study also reports how statistical concepts documented in structured settings showed that the subjects developed rich conceptions of variation and distribution, but that the application of these concepts as evidence in their inquiry of an ill-structured problem was more challenging for them. No correlation was found between the level of statistical evidence in the structured and open-ended inquiry settings, however there was a significant correlation between prospective teachers degree of engagement with their topic of inquiry and the depth of statistical evidence they used, particularly for minority students. Implications and suggestions for improving the preparation of teachers in the areas of statistical reasoning, inquiry, equity, and interpreting assessment data are provided.Item Exploring the biographies of prospective science teachers: evolving perspectives on diversity and equity(2004) George, Magnia A.; Bethel, Lowell J.Item School district reorganization: a comparison of seven models for equalizing fiscal resources in Texas(Texas Tech University, 1979-05) Freeman, Elton RayNot availableItem Selected value concepts of seventh-grade Mexican-American students(Texas Tech University, 1970-08) Stokes, Vernon Dee,Not availableItem The influences and factors of an undergraduate research program in preparing women for science careers(Texas Tech University, 2002-08) Campbell, Ashley McDowellProgress has been made in diminishing barriers to women in science in recent years, however obstacles still remain. One of the hallmarks of the Texas Tech University Howard Hughes Medical Institute (TTU/HHMI) Undergraduate Biological Sciences Education Program is to "support activities that broaden access to science for women." In light of the barriers women in science face, this dissertation examined how the experiences of females in the TTU/HHMI fellows program prepared them for a career in science. This study employed mixed methods, utilizing both a questionnaire involving all past female fellows, and in-depth interviews with seven fellows who chose a career as a professional scientist. The guiding research questions were: (1) How did the experiences of females in the TTU/HHMI fellows program prepare them for a career in science? (2) How did experiences in the TTU/HHMI fellows program help females who were pursuing careers in science to overcome or minimize the common barriers women in science encounter? and (3) What factors influenced those female fellows who chose not to pursue a career in science? According to the quantitative data, research experience, the relationship with mentors, and opportunities to present at state or national meetings were program factors that fellows identified as contributing to their career success. Encouragement from the mentor and increased confidence regarding the ability to be successful in science were the most significant predictors of the fellows' career advantages. Motivation to pursue a science-related career due to the HHMI program was the most significant predictor of the fellow's preparation to overcome barriers. Qualitatively, six major themes were identified for coding, which included (a) research experience, (b) the mentor, (c) support and interactions, (d) self-confidence, (e) career decisions, and (f) time demands related to a science career. The themes identified were important factors in preparing these past female fellows for a career in science by initiating a change in their attitudes, knowledge, and skills. With over 90% of past fellows currently pursuing a science career, the program, through research experience and encouraging mentors, made a large impact on the career paths of fellows. According to the National Council for Research on Women (Thom, 2001) model programs for women in science tend to be "sporadic and disjointed," which makes overcoming barriers on a large scale difficult. Since 1988, 30,000 undergraduate students (56% female) have done faculty-mentored research. Data from this study support the premise that the TTU/HHMI program and similar programs that provide undergraduate women with research experiences and mentoring have the potential to increase the number of women pursuing and continuing in science careers.Item The Relationship Between State Effort to Support Public Schools and Selected Socioeconomic Variables(Texas Tech University, 1988-05) Polnick, David AThe purpose of this study was to determine the relationship between specific socioeconomic variables and state effort in the support of public schools in all fifty states of the United States. Two measures of state effort to support education were identified. One was an income based measure while the other was a tax-based measure. These two indices were used as the dependent variables. The independent variables were derived from literature and were related to income, public education, demographic characteristics, and other governmental functions. The study was carried out in five phases. Phase I involved collection of data for the calculation of the effort indices. Phase II involved the identification and collection of the socioeconomic variables. Phase III consisted of a series of stepwise regressions using the socioeconomic variables as the independent variables and state effort for education as the dependent variables. Phase IV involved the use of a principal component analysis of the socioeconomic variables and the calculation of factor scores. Phase V involved the use of the factor scores in stepwise regression equations having state effort for education as the dependent variable. A strong positive relationship appeared to exist between state effort for education and state and local expenditures for other governmental functions. People in high effort states expected the government to provide all services to a high degree. High effort states were also characterized by having more governmental debt. These states were willing to go into debt to pay for more educational services. These high effort states had a large school age population as compared to the total population, had fewer school districts, fewer minorities, fewer elderly, and had a stable, affluent population. Low effort states were characterized by more families below the poverty level, larger increases in the population, a larger nonpublic school enrollment, more minorities, more school districts, more state support, and fewer school aged children. Relevant socioeconomic variables could be classified as either controllable or uncontrollable. Certain variables may represent a broader type of personal variables representing people's beliefs, values, or attitudes. These values and beliefs could interact with specific socioeconomic variables to influence the levels of state effort for education.