Table of Contents
Preface
Chapter 1. Teachers’ and Principals’ Perspective Regarding Students’ Risky Online Behaviors: The Role of Resilience
(Thanos Touloupis – Department of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece)
Chapter 2. English Language Learner Status and Reading Performance of Texas Grade 4 Boys and Girls in Special Education: A Statewide Multiyear Analysis
(Matthew M. Pariseau, Frederick C. Lunenburg, John R. Slate, and George W. Moore – Sam Houston State University, TX, US)
Chapter 3. Differences in What Principals Emphasize by Their Years of Experience: A National Analysis
(Hafedh Azaiez, John R. Slate, Frederick C. Lunenburg, and George W. Moore – Sam Houston State University, TX, US)
Chapter 4. Principal Experience and Student Achievement: A National Investigation
(Hafedh Azaiez, John R. Slate, Frederick C. Lunenburg and George W. Moore – Sam Houston State University, Huntsville, TX, US)
Chapter 5. Differences in School Counselors Employed by Percentage of Students At Risk: A Texas Statewide Investigation
(Tania M. Merik and John R. Slate – Sam Houston State University, Huntsville, TX, US)
Chapter 6. Differences in Grade 5 Reading Performance by Bilingual Education Program Type: A Texas, Statewide Analysis
(Yeri J. Villalobos and John R. Slate – Sam Houston State University, Huntsville,
Texas, US)
Chapter 7. Differences in the Percentages of Students Enrolled in Dual Credit Mathematics Courses over Time: A Texas, Multiyear Analysis
(Stacey M. Moseley and John R. Slate – Sam Houston State University, TX, US)
Index
