Relevant bibliographies by topics / Texas charter school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Texas charter school'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Texas charter school"

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Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (January 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.
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Ausbrooks, Carrie Y. Barron, Edith J. Barrett, and Theresa Daniel. "Texas charter school legislation and the evolution of open-enrollment charter schools." education policy analysis archives 13 (March 21, 2005): 21. http://dx.doi.org/10.14507/epaa.v13n21.2005.

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This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.
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Knight, David S., and Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools." education policy analysis archives 28 (March 30, 2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.

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U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.
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David, Bernard G., Michael Marder, Jill Marshall, and María González-Howard. "How do students experience choice? Exploring STEM course-offerings and course-taking patterns in Texas charter and non-charter public schools." education policy analysis archives 28 (August 17, 2020): 123. http://dx.doi.org/10.14507/epaa.28.4484.

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Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students’ experiences. Influential reports over the last three decades have highlighted the need to improve students’ preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social network analysis and logistic regression to investigate how course-taking patterns in Texas charter and non-charter schools either promote or constrain student engagement within the STEM disciplines by: 1) exploring STEM course offerings in Texas charter and non-charter public secondary schools; and 2) identifying students’ STEM course-taking patterns in these schools. Findings suggest charter schools are less likely than non-charter public schools to offer STEM courses tailored for special education students and that charter school students’ course-taking patterns tend to be either slightly more advanced or more basic than the course-taking patterns of students in non-charter schools. In addition, students in charter schools tend to be more mobile (e.g., transfer between schools) than students in non-charter public schools.
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Estes, Mary Bailey. "Zero Reject and School Choice: Students With Disabilities in Texas? Charter Schools." Leadership and Policy in Schools 2, no. 3 (September 1, 2003): 213–35. http://dx.doi.org/10.1076/lpos.2.3.213.16532.

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Sass, Daniel Allen, Belinda Bustos Flores, Lorena Claeys, and Bertha Pérez. "Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers." education policy analysis archives 20 (May 30, 2012): 15. http://dx.doi.org/10.14507/epaa.v20n15.2012.

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Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.
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Naslund, Karlerik, and Branco Ponomariov. "Do charter schools alleviate the negative effect of teacher turnover?" Management in Education 33, no. 1 (October 7, 2018): 11–20. http://dx.doi.org/10.1177/0892020618780963.

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Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.
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Wei, Xin, Deepa Patel, and Viki M. Young. "Opening the “black box”: Organizational differences between charter schools and traditional public schools." Education Policy Analysis Archives 22 (January 18, 2014): 3. http://dx.doi.org/10.14507/epaa.v22n3.2014.

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Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers reported a more supportive teaching environment, higher expectations of students among staff, a greater sense of responsibility for student learning, and higher levels of student engagement in learning. However, they reported, attending fewer professional development trainings focused on instruction and aligned to teaching assignments, fewer opportunities for professional development and collaboration with colleagues, and lower perceived fairness of teacher evaluation. Findings from this study provide valuable insight into the school organization factors that may underlie teacher turnover and represent unmet needs among charter school teachers, and suggest strategic areas of focus for policymakers, charter management organizations, and charter school leaders in addressing teacher retention and student achievement.
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Udoewa, Victor. "YES International Summer Service Program Design for High School Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 2 (November 27, 2017): 34–59. http://dx.doi.org/10.24908/ijsle.v12i2.6658.

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YES Prep Public Schools is a group of public charter schools focused on serving students from low-income communities across Houston, Texas. One requirement of all YES students is summer school between grades 5 through 10 and two mandatory summer internships between grades 10 and 12. Due to financial concerns many students who desire to do an international internship cannot afford any available programs offering such internships. In 2005, we introduced a new, internal, international summer service program for YES high school students to satisfy our summer internship requirement. This paper focuses on the process and results of designing, implementing, and modifying the program using the Lean Startup methodology through its first few years before it won a national award for its character-building work.
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Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *." Quarterly Journal of Economics 129, no. 3 (August 1, 2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.

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Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.
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Dissertations / Theses on the topic "Texas charter school"

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Booker, Toby Kevin. "The impact of charter schools in Texas." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1769.

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Keller, Karlyn. "Efficacy in Texas Charter Schools Compared to Traditional Public Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.
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D'Lorm, Raul. "Organizational, financial and demographic characteristics of charter schools in Texas and their relationship to school performance." Diss., Texas A&M University, 2006. http://hdl.handle.net/1969.1/4656.

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The deepening dissatisfaction with traditional public schools has inspired changes in the educational system. In less than a decade charter schools have gone from nonexistent to widespread. Charter schools are different from other reforms because charter schools tend to vary in terms of their performance and population served. Some charter schools are obviously more effective than others in terms of their performance on reading, writing and mathematics state-mandated tests. Therefore, the purpose of this study of the correlates of charter school effectiveness is to measure the strength and direction of their relationships between charter schools performance and their organizational, financial and organizational characteristics. My research concludes that among the demographic, financial and organizational variables selected the attendance rate; the central administration expenses and the total number of teachers respectively have the strongest correlation and are the best predictors when it comes to school performance.
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Subjinski, Amanda. "A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801878/.

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The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus leadership and parent and community involvement with the campus. Mission and focus were secondary strategies that contributed to increasing teacher effectiveness and student achievement. All of the interviewees stated their work was “all about the kids” to support the theme of the common mission and focus the campus and district.
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Applewhite, Gary. "A Comparative Analysis of State Funds on Student Achievement of Economically Disadvantaged Elementary Schools in Independent School Districts and Charter Schools in the State of Texas." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799550/.

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The purpose of this study was to evaluate the relationship between the instructional outcomes in the independent school districts and charter schools in relation to the expenditure of public funds for instruction and total operating expenditures from the general fund. The study considered Texas elementary charter schools and independent school districts, whose school populations were identified as having greater than or equal to 50% of economically disadvantaged students, according to the Texas Academic Excellence Indicator System (AEIS). The study made use of multiple regression and was an ex post facto cross-sectional analysis utilizing production function theory. The study’s outcomes reported the difference in student achievement between elementary schools in independent public school districts and charter schools were small to negligible for math and reading achievement. The study also reported, there is no statistically significant difference in per pupil expenditure of public funds between elementary schools in independent public school districts and charter schools. Furthermore, there is no statistically significant relationship between student achievement and per pupil expenditure of public funds on elementary schools in independent public school districts and charter schools.
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Sneed, Samantha. "Prevalence and Proportionality of Dyslexia in Texas Public and Charter School Districts." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538691/.

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Passed in 1985, the Texas Education Code (TEC) §38.003, Screening and Treatment of Dyslexia and Related Disorders, required public school districts and charters to identify and provide remediation services for students with dyslexia. While Texas was the first state to pass such a requirement, the question remains: What is the prevalence and proportionality of dyslexia in Texas public school districts and charters? In Phase 1 of this study, a secondary analysis using point prevalence and disproportionality calculations was conducted to analyze the impact of this more than 30-year-old law. In order to better help understand these findings, semi-structured interviews with district leaders were conducted in Phase 2 to gain insight on how students were identified with dyslexia across the state. The results of Phase 1 showed the estimated prevalence of dyslexia in Texas public school districts and charters to be low in comparison to the literature. Additionally, the findings suggested a discrepancy in identifications between gender and district type (public school versus charter) and across racial and ethnic groups. Meanwhile, the results of Phase 2 revealed that leadership, support, funding, and accountability impact dyslexia identifications. This study emphasizes the need to further explore and analyze how to best identify and service all students with dyslexia, regardless of gender, race and ethnicity, district type, and geographical location.
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Fusarelli, Lance D. "The interplay of advocacy coalitions and institutions on school choice in Texas : a case study of charter schools and vouchers /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Albert, Green DeEadra Florence. "Teachers', parents', and students' perceptions of effective school characteristics of two Texas urban exemplary open-enrollment charter schools." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2566.

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The primary purpose of this study was to examine how teachers, parents, and students viewed their charter school as effective when effectiveness was defined by the following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and orderly environment, (d) positive school climate, (e) high expectations, (f) frequent monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community involvement, (j) professional development and (k) teacher involvement. Two exemplary open-enrollment charter schools in Texas were used in this study. All 24 teacher, parent, and student participants completed a questionnaire that addressed characteristics analyzed for each group. The 72 participants in this quantitative study were randomly chosen to respond to items on the School Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and Thomas. Data from the completed questionnaires were reported using descriptive statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5 characteristics. These characteristics were: (a) safe and orderly environment, (b) positive school climate, (c) high student expectations, (d) frequent student assessment, and (e) monitoring of achievement and basic skills. 2. Teachers and parents agreed their school demonstrated effective instructional leadership, a clear and focused mission, and a maximized opportunity for learning. On the other hand, students were uncertain their school provided maximum opportunities for learning. 3. Only parents and students were in agreement concerning the parental involvement in their school. In contrast, teachers were uncertain their school provided parent and community involvement. 4. Teachers were also uncertain their school provided strong professional development and included them in the decision-making process for the school.
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Maloney, Catherine. "The Effect of Texas Charter High Schools on Diploma Graduation and General Educational Development (Ged) Attainment." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4855/.

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This dissertation is a study of the effect of Texas's charter high schools on diploma graduation and General Educational Development (GED) attainment. Utilizing data from the Texas Schools Project at the University of Texas at Dallas, the study follows a cohort of Texas students enrolled as 10th graders in the fall of 1999 and tracks their graduation outcomes through the summer of 2002 when they were expected to have completed high school. The analysis uses case study research and probit regression techniques to estimate the effect of charter school attendance on graduation and GED outcomes as well as the effect of individual charter school characteristics on charter students' graduation outcomes. The study's results indicate that charter school attendance has a strong negative effect on diploma graduation and a strong positive effect on GED attainment. In addition, the study finds that charter schools that offer vocational training, open entry/exit enrollment options, and charters that are operated in multiple sites or "chain" charters have positive effects on charter students' diploma graduation outcomes. Charters that offer accelerated instruction demonstrate a negative effect on diploma graduation. The study finds that charter school graduation outcomes improve as charters gain experience and that racially isolated minority charter schools experience reduced graduation outcomes. The study's results also indicate that Texas's charter high schools may be providing district schools with a means through which to offload students who may be difficult to educate. The analysis finds that districts may be pushing low-performing high school students with attendance and discipline problems into charter schools in order to avoid the effort of educating them and to improve district performance on accountability measures related to standardized test scores and graduation rates. This finding suggests that that competition from charter high schools will not provide much incentive for districts to improve their programs, undermining a central premise of school choice initiatives.
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Cortez-Rucker, Vance. "The relevance of the effective school correlates, to alternative education settings, for student in a correctional system, as identified by the teachers and adminstrators in selected charter schools, in Harris County, Texas." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2482.

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Books on the topic "Texas charter school"

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Robins, Gill. The essential Charles Dickens school resource: Contemporary approaches to teaching classic texts ages, 7-14. New York: Routledge, 2012.

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Texas Education Agency. Office of Statewide Initiatives., ed. 1999 reading instruments guide for Texas public schools and charter schools. Austin, Tex: The Agency, 1999.

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Agency, Texas Education, ed. Building good citizens for Texas: Character education, resource guide, middle school activities. [Austin, Tex: Texas Education Agency, 2000.

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Building good citizens for Texas: Character education, resource guide, elementary school activities. [Austin, Tex: Texas Education Agency, 2000.

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Agency, Texas Education, ed. Building good citizens for Texas: Character education, resource guide, high school activities. [Austin, Tex: Texas Education Agency, 2000.

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Ezell, Margaret J. M. The Theatre: On the London Stage and on the Page. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780191849572.003.0004.

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Although Parliament had officially closed the London commercial stages in 1642 and many of the old theaters including the Globe and the King’s Masquing House were destroyed, throughout the Commonwealth period illicit performances continued. Newsbooks record raids on illicit performances in the remaining theatres. The 1650s also saw an increase in printed play texts, often expressing royalist sympathies Many of the actors including Michael Mohun and Charles Hart served in the King’s army. Entertainments were still performed in private houses, schools, and universities. Towards the end of the Commonwealth, William Davenant was permitted to stage ‘operas’ or moral representations.
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Channing, Stockard. Ramona and Her Father: Texas Bluebonnet Award (Ramona). Listening Library, 2006.

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Channing, Stockard. Ramona and Her Father: Texas Bluebonnet Award (Ramona). Listening Library, 2006.

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Shakespeare, William. Oxford School Shakespeare. Oxford University Press, 1997.

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Shakespeare, William. Hamlet (Oxford School Shakespeare). Oxford University Press, USA, 2007.

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Book chapters on the topic "Texas charter school"

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Finn, Chester E., and Andrew E. Scanlan. "The Lone Star Challenge." In Learning in the Fast Lane, 53–71. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.003.0005.

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This chapter focuses on the Advanced Placement (AP) program in Texas. No place in America offers a larger or more vivid example of AP's recent history, its widening mission, and the challenges of carrying out that mission than Texas. The Lone Star State illustrates the complex interplay of traditional AP success in upscale schools; ambitious efforts to extend it to more disadvantaged youngsters; robust, AP-centric charter schools; and an exceptionally bumptious and varied array of dual-credit alternatives. As in most of the nation, AP participation has surged in Texas for four straight decades, and the upward slope has recently steepened. The number of exams per pupil rose, too, spurred by governmental and philanthropic moves to grow the program as well as intensifying college competition among high school students. The chapter then evaluates the National Math and Science Initiative (NMSI). The Fort Worth experience with NMSI—and the Texas experience more generally—illustrates the challenge of expanding AP to students who have not historically had much access to it or enjoyed great success with it.
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Kline, David, Thomas R. Cole, and Susan Pacheco. "Introducing Climate Change to Medical Students." In Teaching Health Humanities, edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole, 230–42. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0014.

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This chapter discusses using a broad humanities perspective to teach medical students about climate change. It argues that the humanities can recover a more robust approach to bioethics and serve as a bridge between students’ professional training and their own spiritual and moral convictions. The chapter describes a short elective course taught to first- and second-year students at the McGovern Medical School at the University of Texas Health Science Center in Houston. It concludes with a class exercise in which students read the Physician Charter and write a short paper that takes one commitment from the charter and applies it to climate change.
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Powe, Lucas A. "Immigration." In America's Lone Star Constitution. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297807.003.0008.

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This chapter examines Supreme Court cases that were filed over the issue of immigration in Texas. Undocumented immigrants pay in-state tuition at Texas's public universities. The state led the charge against allowing undocumented parents of American citizens to work legally. In 1975, Texas lawmakers passed legislation allowing school districts to deny admission and therefore education to any student who could neither prove lawful residence in the United States nor pay the requisite tuition. It was clear that the legislature wished to deter illegal immigration. The chapter discusses the legal challenge to this policy, focusing on the case Plyler v. Doe, and Texas's lawsuit against the Obama administration over Deferred Action for Parents of Americans (DAPA), one of two memoranda issued by the president on immigration and deportation.
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González, Lisa Sánchez. "In Search of Our Fathers’ Workshops." In Written/Unwritten. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469627717.003.0005.

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Lisa Sánchez González explores the highlights and lowlights in her journey from kindergarten to tenure as a Boricua feminist scholar deemed "radical" in U.S. academia. Her essay charts the challenges that the she (and many other Latina girls identified early in their education as "gifted") overcame in public schools and the pattern of racial, class and gender stereotyping that perpetually repeated itself in her academic career, as well as how it uniquely deformed the shape of her first tenure review. Sánchez González, who was denied tenure at the University of Texas-Austin, discusses how the Freedom Of Information Act made it possible for her to review her tenure case.
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Adamson, Peter. "“The Universe Is an Animal”." In World Soul, 73–99. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190913441.003.0005.

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This chapter looks at theories of world soul in the medieval period, considering texts from the Islamic world and Latin Christendom. The central theme is the comparison between the cosmos and an individual human, who is conceived as a so-called microcosm. By this logic, since the human has a soul, so must the cosmos. Plato’s Timaeus is shown to be a key source for both cultures, including in Christian authors who detected a reference to the Holy Spirit behind Plato’s notion of World Soul. Figures in focus include al-Razi, the Brethren of Purity, the School of Chartres, Peter Abelard, and Hildegard of Bingen.
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Manning, Jane. "NICHOLAS MAW (1935–2009)The Voice of Love (1966)." In Vocal Repertoire for the Twenty-First Century, Volume 1, 204–8. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199391028.003.0058.

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This chapter takes a look at Nicholas Maw’s The Voice of Love. It illustrates how this cycle rewards the careful study needed to master its difficulties, and represents the composer in his most compelling form. Such sumptuous vocal lines could seem to encourage a stream of warm, unvaried tone, but the eight movements give the singer the opportunity to display the widest possible range of mood, timbre, and character. In addition, Peter Porter's resonant texts are taken from a series of seventeenth-century love letters. The vocal writing is rich and powerful, and shows the influence of the Second Viennese School. Phrases are of a length to strengthen and exercise the voice.
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Coit, Emily. "The Professor and the Mob in Wharton’s The Valley of Decision." In American Snobs, 80–110. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474475402.003.0004.

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Chapter 3 reads Edith Wharton's Valley of Decision, 'The Vice of Reading' and 'The Descent of Man'. Considering these texts alongside Charles Eliot Norton's writing about reading and education, the chapter argues that Wharton articulates her political thought in conversation with the elderly professor. In these early texts, as in her later commentary on modernism, Wharton expresses a realist conservatism that opposes a liberal idealism committed to democracy. In its reliance on abstraction and theory, Wharton contends, such idealism fails to see clearly the people whom expansions of democracy would enfranchise. Norton imagines a democracy enhanced by broader access to culture and a richly literate electorate; Wharton derides the capacities of the actual reading public, locates the the diffusion of culture in the marketplace rather than the school, and points to the degradation of literature amongst vapid consumers. Her texts satirize and exterminate professorial types, portraying a public that misunderstands or murders the scholars who would teach them. The scholar who gives voice to Norton's liberal idealism in Valley of Decision is a woman who herself embodies an ideal; Wharton's portrayal of her sad fate uses incisive feminist analysis to bolster a conservative case against idealisms of all sorts.
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Brereton, Joel P., and Stephanie W. Jamison. "Canonical Status and the Reception of the R̥gveda." In The Rigveda, 191–221. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190633363.003.0010.

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This chapter treats use and reception of the Ṛgveda from its collection through the Indian tradition to modern times. It starts with the formation of the canonical Ṛgveda, then the repurposing of the hymns in the middle Vedic śrauta ritual, and the formation of the priestly schools (śākhās), charged with preserving and transmitting the Vedic texts as well as interpreting them. It also discusses the recensions of the Ṛgveda, which differ minimally from each other, and the development of recitation traditions devoted to preserving every syllable of the text faithfully, as well as the development of interpretive tools. The Western reception of the text is also treated.
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Lee, Maurice S. "Testing." In Overwhelmed, 165–222. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691192925.003.0005.

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This chapter sets aside questions of textual excess to discuss mass assessments and the production of literary knowledge or literary information. As the rise of liberal meritocracy in the Victorian period increasingly required bureaucratic impersonality and quantitative metrics, standardized literature tests negotiated between aesthetics and information during the formation of literary studies as a discipline. Literature exams from normal schools, the British Civil Service, and the US Bureau of Indian Affairs reflect broader controversies over what constitutes literary knowledge and whether it can be systematically assessed. Such concerns involve epistemological problems, as well as social questions. Race, gender, and class inflect depictions of standardized examinations in novels by Charles Dickens, Emily Brontë, Anthony Trollope, Fanny Fern, Frank Webb, Charlotte Yonge, Louisa May Alcott, and others. These and other texts anticipate aspects of the current crisis in the humanities—accountability through testing, the corporatization of education, and the instrumental value of the literary.
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Prijatelj Pavičić, Ivana. "Utjecaj interpretacija pojma periferijske umjetnosti Ljube Karamana i Miroslava Krleže na dalmatinsku povijesti umjetnosti." In Periferno u hrvatskom jeziku, kulturi i društvu / Peryferie w języku chorwackim, kulturze i społeczeństwie, 498–510. University of Silesia Press, 2021. http://dx.doi.org/10.31261/pn.4038.29.

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Although the so-called „Vienna school“ practised an universalist approach to history of arts, their prominent acters like Alois Riegel and Max Dvořák influenced the nationalist ideas among the Central European art historians in the interwar period. An evident example of such an influence is Croatian art historian Ljubo Karaman (1886‒1971) ‒ a Vienna student who studied the art relations between center and periphery from early 1930s on. His thoughts on this topic were collected in his 1963 book Problemi periferijske umjetnosti. O djelovanju domaće sredine u umjetnosti hrvatskih krajeva (Problems of Peripheral Art. On Influence of Local Surrounding on the Art of the Croatian Areas). Colonial character of the Karaman’s definition of the center/periphery relation is clear in his notion that the dissemination and assimilation of the artistic styles is always one-way: from developed center to the province. His definition of „peripheral art“ appeared as a reaction to the works of famous „Vienna school“ scholars from early 20th century (particularly Polish-Austrian art historian Strzygowski). It is based on the idea of external, political and artistic influences in Dalmatia as external forces of artistic exchange. A prominent writer and encyclopaedist Miroslav Krleža turned upside-down the idea of the artistic transfer from the advanced West toward underdeveloped East/Balkans as a periphery at the edge of civilisation. In his discussion on the Second Congress of writers in Zagreb he promoted the idea of the periphery as a true center. During 1950s, Krleža strongly influenced the formation of a new cultural paradigm, and forging of the new scientific paradigm within art history in Croatia. In her paper, the author explores how texts of the Croatian art-history scholars regarding ancient Dalmatian art were influenced by Karaman’s and Krleža’s ideas and concepts on peripheral, provincial, and border-line art.
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Conference papers on the topic "Texas charter school"

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Sofia, Yolla Ardian, and Abdurahman Abdurahman. "The Character Education Values in Literary Texts n Buku Siswa Bahasa Indonesia for Senior High School." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.106.

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Azzouz, Salim, Johnny Blevins, Tyler Thomas, Makenzie Johnson, Clarke O’Connor, Nchetachukwu C. Anih, Melanie Ronoh, Ernuel Tonge, and Cykelle Semper. "Data Collection and Analysis Using a Wind Turbine and a Photovoltaic Solar Panel." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11751.

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Abstract A weather data collection study is currently conducted using a renewable energy training system. The system is composed of a LabVolt trainer, two sun tracking photovoltaic solar panels and a small wind turbine. The LabVolt training system is located in one of the McCoy School of Engineering laboratories, the solar panels and the wind turbine are located in the neighborhood of the Engineering building at Midwestern State University in Wichita Falls, Texas. A set of meteorological data collecting outdoor sensors to monitor the impact of weather conditions on the power generation of the sun-tracking photovoltaic solar panels and the wind turbine have been installed on the building roof. Weather parameters such as atmospheric temperature, pressure, humidity, and rainfall are monitored using a Davis Vantage Pro 2 data collecting system. A number of LabVIEW data acquisition cards and signal processing modules are used to monitor the sun-tracking photovoltaic solar panels’ output voltage, the wind turbine output voltage, the atmospheric temperature, the solar irradiance, and the wind direction, speed, and RPM. A voltage divider has been built to step down the 90V DC voltage produced by the solar panels to 12V DC voltage required for the trainer electrical circuits. A LabVIEW data processing program is used to create instantaneous graphic displays of the collected data on a monitoring screen. The LabVolt trainer is equipped with two charge controller electronic devices, one is used for the sun tracking photovoltaic solar panels, and one is used for the wind turbine. They are used to control the flow of electrical energy through a set of electrical loading devices and a set of storages batteries. Additionally, the LabVolt trainer is equipped with two kilowatt-hour-meters counting the electrical energy consumed by the electrical loads. The trainer is also equipped with two inverters transforming the 12 V DC voltage collected from both energy producing devices to 120 V that can be used by the electrical loading devices. A brief description of all used electronic components and devices is provided in the paper, as well a detailed experiment set-up with a procedure to run them. The project has been divided into three consecutive phases. The first phase dealt with connecting the solar panels, wind turbine, and data collecting sensors to the LabVIEW data acquisition software. The second phase is currently dealing with setting up the trainer solar and wind electricity providing circuits. In the third upcoming phase, it is expected that the data collected by the sensors will be gradually archived using Excel files and analyzed for weather data correlation purposes. It is also expected that the training system will be used to teach upcoming mechanical engineering students about how to set up an independent renewable energy system and the necessary equipment required to run it.
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