The impact of instructional program delivery on Texas principal certification test results [2016]
Date
2016
Authors
Malone, Peggy
Ortloff, Warren
Trujillo-Jenks, Laura
Journal Title
Journal ISSN
Volume Title
Publisher
Texas Council of Professors of Educational Administration
Abstract
Understanding the relationship between the success of students in a university principle program and the relationship between the type of instructional delivery model and the student scores on state mandated TExES principle exam was the main focus of this research. The purpose for this study was twofold. First, identifying the preferred instructional delivery models, as defined through the Texas Education Agency (TEA), and requesting confirmation from each university as to which program delivery model was instituted was needed. the second purpose was to identify any statistically significant difference between program delivery (face-to-face ]F2F], Principal Test, an examination required for Texas Principal Certification.
Description
Article originally published in TCPEA Conference within a Conference TASA Midwinter 2016 Research Proceedings, 1 (1), 43-50. English. Published Online 2016. https://www.tcpea.org/uploads/1/5/6/2/15622000/yearbook-2016-issue.pdf
Permission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/7/23
Permission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/7/23
Keywords
Instructional delivery models, Student scaled scores, Principle preparation programs
Citation
This is the published version of an article that is available at https://www.tcpea.org/uploads/1/5/6/2/15622000/yearbook-2016-issue.pdf. Recommended citation: Malone, P., Ortloff, W., & Trujillo-Jenks, L. (2016). The impact of instructional program delivery on Texas principal certification test results. TCPEA Conference within a Conference TASA Midwinter 2016 Research Proceedings, 1 (1), 43-50. This item has been deposited in with the author’s permission and in the absence of publisher policies.