Copyright by Linda Lou Brown 2009
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Copyright by Linda Lou Brown 2009 The Dissertation Committee for Linda Lou Brown certifies that this is the approved version of the following dissertation: Opening Pandora’s Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education Committee: James P. Barufaldi, Supervisor Charles T. Clark Sherry L. Field Carol L. Fletcher Stuart Reifel Opening Pandora’s Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education by Linda Lou Brown, B.S., M.A., C.A.P.M. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August, 2009 UMI Number ________________________ Copyright 2009 by Brown, Linda Lou All rights reserved. Acknowledgements First, THANK YOU to the hundreds of Texas elementary, intermediate, and middle school teachers, the campus principals and assistant principals, superintendents, information technology directors, and countless other individuals who enabled this research study. Without your contribution, openness, and willingness to participate, this research study would not be as rich, challenging and diverse. I would like to say THANK YOU to my dissertation committee members: James Barufaldi, C. Terry Clark, Sherry Field, Carol Fletcher and Stuart Reifel who supported this research study. To James P. Barufaldi, his support and belief as a mentor, advisor, and colleague over the last 20+ years of our professional relationship has been one of the most endearing relations in my career. May my future career endeavors and interactions with others who cross my path always demonstrate the level of kindness, graciousness, patience, and professionalism as Jim portrays every day. To my parents Mary Lou and Frank F. and family Ken B., Zach B. & Julie N. To my friend, neighbor, and mentor, Martha O. – you are one of a kind inspiration. To my friends and relatives, your support and encouragement was extraordinary: Anne B., Jane B., Rod D., Diane L., Karen F., Ruth-Ann F., Al G., Harvey and Connie G., and Kenneth G., Joann H., Linda and Steve J., Lee K., Diane L., Michael M., Nikki S-B, Jane S., Todd S., Rev. Larry S. and the members of Faith UMC, Rev. Jim R. and Rev. Pam S. and the members Oak Hill UMC, Gail S., Sue S., Eric T., and Fernando V. To Lowell Bethel and O.L. Davis, Jr. who taught me the importance of my insights and guided my thinking. v The person that I am today, and hope to continue to be is, from the love, support, guidance, cajoling, unending care, love and listening provided as we travel the paths of life together. May my future work always remain humble, ethical, and loyal to what I learned. I am grateful that I was fortunate enough to be supported throughout this unique, unusual, out-of-the-box organizational thinking and multi-tiered research working to unravel and understand complexities within our educational system. vi Opening Pandora’s Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education Publication No. _______________ Linda Lou Brown, Ph.D. The University of Texas at Austin, 2009 Supervisor: James P. Barufaldi Federal educational policy, No Child Left Behind Act of 2001, focused attention on America’s education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students’ learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey© and the Texas Elementary Campus Administrator Survey© with vii results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly’s Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students’ achievement and teachers’ PD learning science content. Some constructs included the use of data-warehouse programs; teachers’ applications of DIDM to modify lessons for differentiated science instruction, the numbers of years’ teachers attended science PD, and teachers’ influence on CILs staffing decisions. Yet CILs reported 14% of Texas elementary campuses had limited or no science education programs due to federal policy requirement for reading and mathematics. Three hypothesis components were supported and accepted from research data resulted in two models addressing elementary science, science education PD, and CILs impact for federal policy applications. viii Table of Contents List of Tables ....................................................................................................... xii List of Figures .................................................................................................... xviii List of Illustrations .............................................................................................. xxii Chapter 1 - Introduction ...........................................................................................1 Purpose of Study .............................................................................................4 Statement of the Problem ................................................................................5 Educational Reform Initiatives .......................................................................9 Theoretical Assumption ................................................................................10 Limitations of Research ................................................................................13 Scope of Study ..............................................................................................21 Terminology And Concepts Description ......................................................22 Overview Design of Chapters within this Dissertation .................................35 Chapter 2 - Literature Review................................................................................37 Educational Policy ........................................................................................37 Educational Policy Reform ...........................................................................49 Organizational Systems of Education (Schools) ...........................................51 Data-Informed Decision Making ..................................................................53 Uses of Data through Technology ................................................................56 Professional Development and the Impact on Student Achievement ...........57 Link from Campus Administration to Student Achievement and Teacher Learning ...............................................................................................59 Texas Regional Collaboratives .....................................................................61 Principal Effectiveness ..................................................................................68 Instructional Leadership and Science Education ..........................................75 Science Education Curriculum .....................................................................78 Business Theoretical Applications to Education ..........................................80 Weaving lessons learned from business to education ...................................82 Chapter 3 - Methodology .......................................................................................90 Introduction ...................................................................................................90 ix Research Questions .......................................................................................91 Research Design ............................................................................................93 Research Study Implementation .................................................................113 Chapter 4 - Data and Dialogue: Survey Data Analysis ......................................120 Introduction .................................................................................................120