This book is comprised of seven chapters about the experiences of
teachers and principals in the public education system. Chapter One
investigates teachers' and principals' perspectives on the issue of
students' risky online behaviours as well as the role of their
resilience in their perspectives on this topic. Chapter Two
assesses the extent to which English Language Learner status was
related to the reading achievement of Texas Grade 4 boys and girls
in special education. Chapter Three studies the degree to which
differences were present between experienced, moderately
experienced, and new school principals in terms of what they
emphasized and how they spent their work time at their campuses.
Chapter Four examines the reading, mathematics, and science
performance of elementary school students based on the years of
experience of their school principal. Chapter Five presents the
results of a study that was conducted to examine the relationship
between the number of school counsellors employed at the
elementary, middle, and high school levels and the percentage of
students determined to be at risk during the 2018-2019 school year
in Texas. Chapter Six examines the effect of bilingual education
programs on the reading performance of Grade 5 students in Texas
during the 2018-2019 school year. Finally, Chapter Seven studies
the degree to which differences were present in the percentages of
all students who enrolled in a dual-credit mathematics course in
Texas public high schools by their economic status.
General
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