ThinkTech
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Browsing ThinkTech by Department "Administration"
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Item An analysis of expenditure patterns in Texas public school districts before and after the 1984 school finance reform(Texas Tech University, 1992-12) Miller, Ronald GlenThe research agenda in school finance has moved from equity concerns to concerns about how to finance education to improve its quality. At issue again are questions of which resources, if any, affect learning and how should schools and school personnel be held accountable for the results of schooling. A new research agenda begins with the observation that the states have increased their levels of funding for schools beginning about 1984. There is scant evidence of how that new money has been spent. The purpose of this study was to examine what the differences in per pupil expenditures eimong Texas public schools mean in terms of the resources provided to students. Specifically, the focus concentrated on a comparison of expenditure patterns of Texas school districts categorized by local wealth before and after the 1984 school finance reform legislation. This study was restricted to the data collected for the following school years: 1983-84, 1984-85, and 1989-90. To study how districts with different wealth levels chose to spend their available funds, the 1,052 public school districts in Texas were grouped according to their assessed valuation: rich, middle, and poor. These three types of districts were compared by determining their expenditures or spending levels by object as specified by Bulletin 679 Financial Accounting Manual required for use by Texas school districts. Results of this study indicated that the school districts by 1989-90 had spent more per student for purchased and contracted services and supplies and materials than they had before House Bill 72 became a reality. Payroll costs continued to be the largest expenditure object area. Capital outlay costs became a smaller part of the expenditures. Other operating costs and debt service expenditures continued to take up a smaller proportion of the total expenditures. Further analysis indicated that the middle school districts spend more per student than the rich and poor school districts in the object areas of purchased and contracted services, supplies and materials, other operating expenses, and debt service. The poor school districts expended more of their monies in payroll costs, while the rich school districts lead in spending in the capital outlay object area.Item An investigation of business and educational wellness programs in Texas(Texas Tech University, 1992-12) Wilson, Lorraine GrimsbyNot availableItem A model for the selection of superintendents by school board members in Texas(1992-12) Jones, Mary Sue McClellandThe school superintendent plays a vital role in the development and implementation of school reform efforts. While reports reflect the critical role of the superintendent in school improvement efforts, few of the reports provide board members with needed information on how to select a superintendent who will provide the leadership to initiate and sustain school improvement projects. This study sought to develop a model for the selection of superintendents in Texas. Input for the model was received using the Delphi research method. A panel of twenty experts provided information and insights into the superintendent selection process. This information, along with data gained from the literature review on superintendent selection, personnel selection strategies, and characteristics of effective leaders, was combined to develop a model for use by board members in selecting superintendents. Results show that board members need assistance in the selection process and the two primary sources for this assistance are professional organizations and consultants. Though somewhat controversial, consultants remain an integral part of the selection process. While there are opportunities for involvement in the process by those other than board members, decision making responsibility should be retained by the board. The development of the profile of the superintendent provides the best opportunity to involve those other than board members. Board members do need knowledge of leadership characteristics to utilize in the development of the profile of the desired candidate to fill the superintendent position. In assessing candidates for these characteristics, the interview remains a critical element in the selection process. However, board members can benefit from assistance in preparing for and conducting the interview.Item Perceptions of practicing school administrators and professors of educational administration of the activities and skills of school principals(Texas Tech University, 1991-08) Stuessy, Emily KNot availableItem Strategic principal communication: Dynamic forces, challenges, and power use(1992-12) Garraway, Martha StennettNot AvailableItem The personal values of principals and the effectiveness of their schools(Texas Tech University, 1993-12) Strader, Robert J.The purpose of this study was to determine the personal values of principals and to compare the personal values of principals of effective schools with those of principals of ineffective schools. The Texas Assessment of Academic Skills (TAAS) was used to determine effective schools, while Public Education Information Management System (PEIMS, 1990-91) percent of low-income data was used to control for variation in sets. The Rokeach Value Survey was used to measure the personal values of principals whose schools ranked in the top and bottom one-third of the state's TAAS scores. For each socio-economic category, the median ranking of each value on the RVS was computed for low and high TAAS schools, and these median ranks were compared between low and high TAAS schools using the Wilcoxon ranksum test. Hypotheses were developed based on Hodgkinson's value theory as it applied to the values listed in the Rokeach Value Survey. The results indicated that personal values of principals of effective schools differ from personal values of principals of ineffective schools. For instance, principals of effective schools rank "loyal" higher than principals of ineffective schools, while principals of ineffective schools rank "intellectual" higher than their counterparts of effective schools. They further indicated that certain values emerge in the principals of effective schools.