Browsing by Subject "high schools"
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Item "It's not your typical library:" An Evaluation of BiblioTech Services(2016-05-25) Garcia-Alvarado, Socorro; Johnson, Paula; Masten, Kristy; Pickett, Anita; Sailors, Misty; Sellers, Teresa; Siller, Melissa; Whitlock, Tivy; University of Texas at San AntonioIn this mixed-methods evaluation study, we examined the impact of the Bibliotech services on the reading achievement of middle and high school students. We also investigated the values students' placed on the services offered to them by BiblioTech. We used non-parametric statistics to explore the impact of services on reading achievement. We used constant comparison to explore the valuings our participants held toward the services they utilized at Bibliotech. Our findings indicated a positive association between reading acheivement and use of the BiblioTech services. Finding also indicated the students held general valuings for the services. More importantly, they talked about the affordances Bibliotech offered them and the ways in which the digital and physical space of Bibliotech allowed them access to peer relationships. Finally, our findings indicated that the students saw BiblioTech as a mechanism for their personal growth and development.Item Justification for the Implementation of a Criminal Justice Curriculum and the High School Level(Law Enforcement Management Institute of Texas (LEMIT), 1998) King, Matthew L.Item The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community(2011-10-21) Whitbeck, Christie BransonAs accountability for public schools continues to increase, educators are continually seeking the best practices in order to assure successful academic achievement, particularly in mathematics. This study focused on the popular reform movement of establishing professional learning communities (PLCs) within the schools, and combined it with a frame of reference from the math teaching context. The purpose of this study was to gain the perceptions of principals and math teachers in successful 5A high schools about the role of the professional learning communities in their schools. For several decades, educators have been trained and continue to be trained on the effective use of professional learning communities in all levels of education. Utilizing a PLC concept requires additional efforts by the school leadership and the teachers. By gaining insight into the perceptions of those in the field, the researcher was able to find common themes, analyze them, and develop recommendations for practice and further research. This qualitative research focused on reviews of literature beginning with early reform movements of forty years ago, which spawned the PLC movement to practitioners and researchers today. Participants were selected from highs schools with a Recognized or higher rating by the Texas Education Agency, and that were also acknowledged for their high performance in mathematics. Three large Texas high schools were chosen, and interviews conducted with twelve participants, three principals and nine teachers. The perspective was narrowed to the field of mathematics because this subject continues to be challenging for so many students as reflected on Texas state scores. After analysis of interviews with the three principals and nine math teachers, five common themes emerged from the data. Structure/time, leadership, collaboration, effective components of the PLC, and professional development were analyzed in the findings. It was evident that these educators saw value in the process of working within a professional learning community and advocate the continuation and development of such a work structure within their schools. The perceptions of these participants validated the research found in the literature supporting PLC's as an appropriate school reform strategy.