• The Impact of Bureaucratic Structure, Scientific Management, and Institutionalism on Standards-Based Educational Reform

      Bouie, Edward L. (2012-02-23)
      The world of public education today is dominated by a focus on standards-based reform and high-stakes accountability systems. School leaders, who are under immense pressure to raise standardized test scores, particularly for poor and minority children, attempt to do so by applying politically sanctioned solutions to educational problems without subjecting them to critical scrutiny within the context in which they are applied. Further, these “solutions” often conflict with well-established theoretical paradigms governing professional knowledge in the areas of organizational behavior and child development. This paper presents a theoretical explanation of how this phenomenon occurs by connecting the institutional school of organizational analysis (Meyer and Scott, 1983; Zucker 1983), Max Weber’s sociology of domination, including his typology of bureaucracy and social control (1978), and Frederick Taylor’s (1911) theory of scientific management.
    • Inaugural Edition

      Harris, Anthony; Jenkins, Kevin (2012-03-05)
    • New Teachers at Middle School Campuses: A Multi-Year Statewide Study

      Martinez-Garcia, C.; Slate, J. R. (2012-03-09)
      In this study, we examined the five most recent years (2003-2004 through 2007-2008) of Texas educational data concerning new teachers employed at middle school campuses (low of 495 campuses to a high of 517 campuses). The extent to which differences were present between middle school campuses with the highest beginning teacher percentages and middle school campuses with the lowest beginning teacher percentages was analyzed. For all five years of data, middle schools with the highest percentages of minority students, with the highest percentages of economically disadvantaged students, and with the highest percentages of at-risk students tended to have the highest percentages of beginning teachers. Working conditions for beginning middle school teachers appeared to be quite challenging. Implications of our findings are discussed.
    • The Relationship between Teacher Knowledge of Attention Deficit Hyperactivity Disorder Among Middle School Students in South Texas and Teacher Training and Experience

      Guerra, Fred R. Jr.; Brown, Michelle S. (2012-03-01)
      The researchers examined the knowledge middle school teachers in South Texas have in relation to ADHD. Explored were the relationships between teachers’ demographic characteristics such as levels of education, number of years teaching, and past attention deficit hyperactivity disorder training, and their knowledge of ADHD. The sample for this study involved five predominately Hispanic middle schools in South Texas during the 2008- 2009 school year. An examination of the findings indicated a non-significant correlation between the number of courses taken and the teachers’ knowledge score. Similarly, the number of years of teaching experience and the level of education attainment did not make a statistically significant difference in teacher knowledge of ADHD. Implications and recommendations are discussed.
    • Student Perceptions of Online Learning: Regression Analysis

      McCaslin, James B. (2012-02-23)
      This study gathered data on student perceptions of online coursework. Specifically, students were asked to indicate their perceptions of how easy Blackboard was to use (Ease), how useful they found Blackboard (Useful), and how much they actually used Blackboard (Usage). Students also provided general demographic variables and variables related to their length of time using Blackboard, how many hours per week they used Blackboard, and their student classification. A survey instrument was administered electronically to all students enrolled in at least one web course during the Spring 2009 semester at a Midwest, regional, comprehensive university. The survey instrument elicited responses on a series of Likert- type questions, and also asked respondents to provide basic demographic information. A hierarchical regression analysis and a series of regression analyses were run to answer four major research questions. Analyses of the regression equations revealed that the variables for Ease, Usage, and Useful could be used in a predictive model with moderate accuracy. More interesting, though, were the results as they related to student demographic variables. The results of the regression equations showed that students used various functions of Blackboard based on their individual student classification (Freshman, Sophomore, Junior, Senior, Graduate Student). The results of the study provide useful information for course designers and faculty members with respect to the various features of Blackboard. Conclusions include suggestions for further research.