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On Bended Knees (Nobody Knows the Trouble I’ve Seen)
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A Portraiture Of High School Success Factors Among Texas Child Protective Services Students: A Case Study
Get PDFThe purpose of this research was to examine the factors that impact the high school graduation rates of students with prior Texas Department of Protective and Regulatory Services involvement. The Texas Higher Education Coordinating Board established a 60X30 initiative. The 60X30 initiative goal is for 60% of young adults to have earned a degree or certificate by the year 2030. This research aligns with the initiative by identifying educational success factors among foster children. Given the purpose of this qualitative case study, the following research questions were addressed: RQ 1 What factors influence high school students dropping out of school? RQ 2 What factors impact the educational commitment of CPS students? RQ 3 What factors impact the level of attachment for CPS students? RQ 4 What factors impact the beliefs about education for CPS students? RQ 5 What factors impact the level of educational involvement for CPS students?
A qualitative case study was used to examine the success factors of students with prior Texas Department and Protective and Regulatory Services (TDPRS) involvement. The results of the research identified several common factors among the students who successfully completed high school. There were four themes that directly aligned with the theoretical perspective. Those themes that directly aligned were attachment, involvement, commitment, and beliefs.
Keywords: attachment, commitment, involvement, beliefs, succes
Educators’ Perspectives Of Principal’s Motivational Behavior In High Performing High Schools In An Urban School District
Get PDFPrincipal leadership style is a significant factor influencing student achievement. The problem this study addressed was limited qualitative research exploring the differences in perspectives of principals and teachers regarding the effectiveness of principals’ leadership styles on teachers’ instructional modalities and student achievement, especially in urban K-12 schools. The purpose of this study was to examine how the impact of principals’ leadership styles is experienced by principals and teachers serving in the same school.
Using rational emotive behavioral theory as a conceptual framework, the study further examined, from both principals’ and teachers’ perspectives, how a principal’s leadership impacted teachers’ instructional style and methods and student achievement. Six principals and 21 teachers from high-performing schools in Texas were administered a qualitative survey with open-ended questions about their principals’ leadership styles. Thematic analysis was used to analyze the data, and comparisons were made between principals’ intended leadership styles and practices and teachers’ interpretations of those
leadership practices. Teachers’ and principals’ responses for each school were compared to elucidating essential differences and similarities between their perspectives of school leadership. In general, teachers’ and principals’ thoughts on transformational leadership converged, except for one school. Discrepancies in leadership attributes and perspectives were related to communication, highlighting communication as an essential component of principals’ leadership.
The study findings showed that teachers could generally identify their principals’ transformational leadership practices as intended by the principals. Some participants highlighted ineffective leadership stemming from communication challenges. Recommendations for principals to enhance their leadership styles were provided, highlighting important mechanisms for enhancing communication with teachers.
Keywords: principals’ perspectives, principals’ motivation, principals’ behavior, teachers’ instructional practices, transformational leadership, communication, teachers’ effectivenes
(R2064) Analytical Approximations in Short Times of Exact Operational Solutions to Reaction-Diffusion Problems on Bounded Intervals
Get PDFThis paper aims to provide an exact solution in the Laplace domain and related analytic approximations in short time limits for the class of boundary value problems of the one-dimensional linear parabolic equation with constant coefficients. The problem’s most general form involves a parameterized equation on a bounded interval, with unified specification of the three classical types of boundary conditions: Dirichlet, Neumann, and Robin. Under certain integrability assumptions, we have proven that a unique solution exists in the Laplace domain. This operational solution can be obtained in a closed form by using classical integral transforms. Four distinct cases have been identified based on the operational solution. Innovative formulas have been derived from these cases, which provide precise approximations within short timescales. These time-domain expressions are particularly useful for understanding the behavior of the solution at the boundaries. The formulas consist of elementary functions obtained from asymptotic expansions, and the estimation error can be minimized to the desired order of magnitude. The analytical approximations in short time limits can open up new perspectives and applications. Improved numerical efficiency in simulations of reaction-diffusion problems and of one-dimensional Stefan models are envisaged