College of Education
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11875/2367
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Browsing College of Education by Author "Bustamante, Rebecca M."
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Item Hispanic Student Access to Advanced Placement Courses(Texas Guaranteed Student Loan Corporation, 2011) Borg, Susan; Combs, Julie P.; Onwuegbuzie, Anthony J.; Bustamante, Rebecca M.This qualitative, collective case study describes the perceptions of academically successful Hispanic students regarding their access to Advanced Placement (AP) courses in 4 suburban Texas high schools. A multistage, purposeful sampling scheme was used to select 28 participants for 4 focus groups. Six participants from the focus groups participated in interviews. The conceptual framework focused on Coleman’s (1988) theory of social capital. Classical content analysis revealed 4 major themes: (a) future, (b) course placement, (c) educational work ethic, and (d) relationships. The theme of relationships varied the most with discussion of the value of relationships with counselors, peers, parents, teachers, and other family members. Participants had both positive and negative experiences with two subcategories, counselors and teachers, who influenced their opinions about their placement in courses. Implications for researchers and practitioners are provided.Item Research Courses in Education Leadership Programs: Relevance in an Era of Accountability(International Journal of Education Policy & Leadership, 2011-05) Bustamante, Rebecca M.; Combs, Julie P.Master’s degree research course offerings of 72 university education leadership programs were examined to explore how relevant the courses were to the inquiry needs of practicing school leaders. Research course titles and descriptions were analyzed using content analysis. Findings revealed considerable variation in research course requirements, course titles, and course descriptions. Analysis of course descriptions indicated minimal emphasis on the research skills required for school improvement. Results also suggested a lack of consensus on the importance of developing research skills for school leaders across university education leadership programs. Implications for education leadership preparation programs are discussed with an emphasis on the need for further studies on the research skills required by practicing school leaders.