Browsing by Subject "School administrators--Texas"

Now showing 1 - 3 of 3
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    Mexican American school leadership in south Texas: toward a critical race analysis of school finance policy
    (2004) Alemán, Enrique, 1971-; Scribner, Jay D.
    The purpose of this study was to understand the nature of the discourse utilized by Mexican American educational leaders in the debate over school finance reform in Texas. After thirty years of struggle toward equity in funding, legislative reform proposals and litigation to overturn the current system are now under consideration. This study examined how educational leaders privately situate their district’s financial health in the current system. It also delineates Mexican American school leadership public discourse in this context. Because education policy analysis and the politics of education are rarely examined through a critical race framework (López, 2003; Parker, 2003, pg. 154), a methodology utilizing this perspective was employed. A Latino Critical (LatCrit) Theory framework was utilized to further investigate how racial identity, social justice goals and political organization were addressed by the Mexican American participants (Haney López, 1998; Nuñez, 1999). Interviews with school leadership, examination of legislative testimony and an analysis of state school finance policy were the primary methods of collecting data. The research suggests that school leadership discourse is informed by personal backgrounds in struggle, perseverance and work ethic. Political organization and advocacy is identified as an essential element of school leaders’ responsibilities, however, concepts of race and racism are defined narrowly and deemed ineffective in the political discourse. Although the educational leaders view school finance as unfair, inequitable, and insufficient, they deny the institutional role that racism plays. Whereas they negate the racial hierarchy instituted by the school finance system, they practice a racial, coalitional process of political participation and organization. This research further develops scholarship in educational administration, politics of education and education policy analysis. It continues on the emerging critical race policy analysis track laid by Parker (2003), heeds López’ (2003) call to introduce race analysis in the politics of education field, and builds upon the burgeoning LatCrit scholarship conducted by Solórzano & Yosso (2001). This research has implications for training school leadership in areas of critical race thought, policy analysis and politics of education. It directly connects to social justice, social activism and equity issues affecting Mexican American and marginalized communities of color.
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    A multiple case study of a select group of Texas school administrators' perceptions of a change initiative : tech prep integration into career and technology education (CATE) programs
    (2004-05) Salaiz, Norma Linda Tijerina, 1958-; Ovando, Martha N., 1954-; Watt, Karen Marie, 1963-
    Changes in the expectation of Career and Technology Education (CATE) programs and the integration of the Tech Prep reform initiative have created serious challenges for local administrators overseeing today’s high schools. Craig (1998) believes that the success of Tech Prep programs depends on the involvement of key administrators such as the superintendent, high school principal, and the vocational director. While these local administrators attempt the successful implementation of this vii reform initiative into existing programs, little is known about their experiences and the challenges they face. The purpose of this study was to examine how school district administrators have integrated the Tech Prep reform initiative into CATE programs and the influence it has had on CATE reform. The case study utilized purposeful sampling to select the consortium, three high school principals, and three CATE administrators from school districts that had demonstrated active Tech Prep participation within the selected consortium. Qualitative research techniques were used to gather data through in-depth, semi-structured interviews, review of consortium and school district Tech Prep data. Individual-case and cross-case pattern analysis was utilized to analyze the gathered data. Findings of the study suggest that the Tech Prep initiative positively influenced the administrators’ job roles of visionary and supporter. The administrators identified six job responsibilities influenced by the Tech Prep initiative in the following areas: program goal evaluation; campus planning; change implementation; team building; public relations; and staff development. Tech Prep critical characteristics identified as positively influencing CATE program reform included career pathways, standardsbased curriculum, work-based learning, and career guidance/exploration. Characteristics cited as experiencing implementation problems were academics taught in context and interdisciplinary problem solving. Common barriers encountered in the implementation of Tech Prep initiatives included lack of time, inadequate facilities, insufficient funding, communication gaps, and staff mobility. Strategies for enhancing the potential for program success included viii improved public relations, increased student recognition and staff meeting/planning time, generating central office support and funding partnerships, and facilitating the articulation credit retrieval process. The consortium and campus level support teams were credited by participants as critical in institutionalizing the reform effort within the participating school districts.