Dissertations / Theses on the topic 'Education – Kansas'
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Kemper, Chelle A. "An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles." Thesis, Southwestern College (Kansas), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829870.
Full textThe purpose of this multi-case, Appreciative Inquiry, is to discover the strengths of Kansas Reward schools and compare them with practices included within the Turnaround Principles. Data, collected through focus groups, includes staff opinions regarding the Reward schools’ successes. This study comprises themes that participants believe have had an effect on school success and that align with the Turnaround Principles. Practical implications of this study suggest using Reward school practices to frame future statewide technical assistance improvements and opportunities for high-progress and high-performance schools, or other schools with distinguished practices and to use Reward schools to mentor lower-performing schools in order to demonstrate effective practices.
Keywords: school improvement, high-performance school, high-progress school, Reward school, Appreciative Inquiry, Turnaround Principles: (a) provide strong leadership, (b) enable effective educators, (c) maximize learning time, (d) ensure rigorous curriculum, (e) utilize data analysis, (f) establish safe environment, and (g) grow family and community engagement (KSDE, 2013).
Fisher, Holly B. "Exploring programmatic issues which affect continuing legal education practice in Kansas." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35383.
Full textDepartment of Educational Leadership
W. Franklin Spikes
As individuals, we rely on the expertise of professionals to help us navigate the complex problems of modern life in areas such as medicine, accounting, social work, teaching, and the law. Although each profession has its own unique knowledge base, lexicon, and culture, they all share the need to keep members’ knowledge and skills current through continuing professional education. Driven by concerns like frequent law change, increasingly complex clients, and eroding public opinion, 46 states have instituted mandatory continuing legal education (MCLE) requirements for attorneys. The Kansas Continuing Legal Education (CLE) Commission administers MCLE in the state of Kansas by monitoring attorney compliance and accrediting CLE programs. In this study, the researcher used a mixed-methods approach to evaluate two existing data sets--survey outputs and focus groups transcripts--that were captured during the Kansas CLE Commission’s Education Initiative. The 260 CLE providers completing the survey and 22 focus group members varied demographically by structure (for-profit, nonprofit) and size (number of employees or course offerings). Using quantitative statistical tools and qualitative grounded theory methods, the researcher identified the current program planning and design, delivery, and evaluation practices of CLE providers in Kansas and evaluated these practices against best practices for any learning effort, as established by CPE research and theory. Study findings indicated that most Kansas providers plan, deliver, and evaluate CLE programs using more traditional, didactic, update-oriented approaches. Most participants reported CLE curricula that were focused on keeping attorneys up-to-date, delivering classes in traditional formats using speaker presentations, and evaluating programs with Level 1 reaction methods. Only some evidence existed of providers determining attorney needs using methods such as competency models or performance evaluations, refining course delivery according to learning styles, or evaluating programs at higher levels. Still, evidence was found of providers using creative ways to incorporate some best practices into their programs, such as partnering with the other stakeholders in the Kansas MCLE space (attendees, employers, and regulators) to plan and evaluate programs. Similarly, some providers are finding new ways to incorporate more interactive learning methods into their classrooms such as discussion groups, Q&A sessions, panels, mock trials, and networking. This research also provided important insights into the contextual realities and limitations that influence MCLE provider capabilities, priorities, or choices. Cultural norms of the legal profession such as a preference for traditional educational experiences, fierce opposition to any form of testing, and a focus on billable hours affect which best practices the providers are able to implement. Likewise, the diversity that exists across learning events, law practices, and providers in this space creates challenges to implementing new practices consistently across all programs. Finally, the fragmented, multistakeholder ownership of all Kansas MCLE processes means that providers alone are not able to implement fully the recommended best practices without the help of employer partners. This study added to the general body of knowledge concerning CLE programs with contemporary research, a new focus on providers as the source of data, and a context-specific assessment of current best practices application.
Packard, Jonathan Frederick. "Released-time music teaching in Kansas." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9944.
Full textKerr, Jessica Preston. "Discourse and the logic of education reform: crisis narratives in Kansas." Kansas State University, 2016. http://hdl.handle.net/2097/32700.
Full textCurriculum and Instruction
Thomas Vontz
Discourse analysis (DA) explores the relationships between discursive practices and wider social and cultural structures, relations, and processes. In this paper I explore, through a qualitative DA of education reporting in the Topeka Capital Journal (January 2014- January 2016), state press releases, and gubernatorial state speeches, how notions of fiscal crisis, both material and narratively cultivated, function to underscore the logic of neoliberalism. While considering potential context specific properties of local reporting and the cultural, geographical, and historical context of the region, I connect my findings with the larger, scholarly body of work pertaining to these issues. Connecting media language and policy discourse across local and global dimensions adds to a growing theoretical and qualitative understanding of the facets of education restructuring and reform within the framework of the global movement and adds material resources in the form of analysis as tools for educational practitioners and grassroots organizations working to craft alternatives to the neoliberal doctrine.
Starkey, Alysia. "Kansas academic librarian perceptions of information literacy professional development needs." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3856.
Full textFan, Shengjie. "Food safety practices in childcare centers in Kansas." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15760.
Full textDepartment of Hospitality Management and Dietetics
Kevin R. Roberts
The Centers for Disease Control and Prevention estimated that one in six Americans become ill,128,000 are hospitalized, and 3,000 die each year due to foodborne illness. Children are at a higher risk of acquiring foodborne illness than adults for several reasons, including: an immune system that has yet to fully develop, limiting their ability to fight infections; a lack of control over the food they consume because their meals are usually provided by others; and the lack of awareness of food safety risks. Thus, it is critical to ensure that childcare center employees practice safe food handling. The purpose of this study was to explore the food safety knowledge, practices, and barriers to safe food handling practices of childcare center employees. Observations were conducted in 10 childcare centers in Manhattan, Kansas. Each childcare center was observed for two days during lunch preparation and service. Observations of foodservice employees were conducted in the kitchen using a structured observation form. Teacher observations were conducted in the classroom using detailed notes. A questionnaire was used to collect demographic, food safety training, and food safety knowledge information. SPSS (v. 20.0) was used to analyze data. Childcare center employees had high average scores on the safety knowledge assessment. The majority of employees received some type of food safety training. Time pressures, availability of equipment, and small food preparation space were found as the main barriers to implementing safe food handling. Childcare center foodservice workers and teachers were knowledgeable about handwashing and time/temperature control, but failed to utilize on the job. Results of this study will help childcare educators to develop materials to improve food safety practices and encourage owners/managers of childcare centers to enhance their food safety behaviors.
Tabor, Lisa Kay. "Using a GIS-based framework to teach climate change in Kansas." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32602.
Full textDepartment of Curriculum and Instruction
Jacqueline D. Spears
Scientists agree that there is ample evidence of climate change and that a significant portion of the change is anthropogenically driven. Leiserowitz et al. (2011b) asked teenagers about their understanding of the climate system and the causes of climate change. Fewer than 20% of respondents classified themselves as “very well informed” and only 27% reported that they learned “a lot” about climate change in school. However, of these teenagers, 70% expressed a desire for more climate change education. Even though the idea of human impacts on the climate system and a changing climate have been known and discussed within science education for several decades, dedicating classroom time for teaching climate change is not a common practice. Focus group discussions with science and agricultural education teachers (Pytlikzillig et al., 2013) emphasized the need for the use of locally relevant data in the classroom as a means to engage students in critical thinking activities that require them to use and draw conclusions from these data. However, most teachers do not have access to such data or a working knowledge of technological platforms from which they can have the students observe, manipulate, and analyze these data. This study used a mixed methods research design to explore the use of a GIS-based framework for teaching climate change. A two-part intervention was used: 1) teacher training, and 2) classroom implementation. Student-, teacher-, and classroom-centered data were collected to address student outcomes, teacher perceptions of GIS use in teaching climate change, and both students’ and teachers’ perceptions of challenges and successes of using GIS in the classroom. Students showed an overall positive growth in knowledge. Teachers shared a positive perception regarding the use of GIS to teach climate change, going so far as to report that they will all continue to teach climate change and use GIS in their classrooms. Successes and challenges were observed in classrooms, recognizing the benefits of student engagement and learning, as well as the challenges of using technology and supporting student needs. This exploratory research supports the premise that using a GIS-based framework to teach climate change is practical, reproducible, and effective.
Dreiling, Keith M. "Graphing calculator use by high school mathematics teachers of western Kansas." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/284.
Full textMay, Cathy Dianne. "Exploring Social Emotional Character Development Curricula in Teacher Education Programs in Wichita, Kansas." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637687.
Full textIn the spring of 2012, Kansas became the first state in the nation to integrate social, emotional, and character development (SECD) education into a set of state standards to heighten Kansas' K-12 students' academic and life skills, thus requiring all current and future teachers to be versed in this type of education. The purpose of this qualitative study was to explore how department leaders and professors of teacher-education programs in Wichita, Kansas, perceived a restructured SECD teaching curriculum was necessary to enhance their preservice teacher curriculums. Two research questions and four sub-questions explored perceptions of the three department leaders and four professors from each faculty of Wichita's three teacher-education departments regarding the significance and necessity of Kansas' new social, emotional, character development (SECD) state standards. Data were collected via an online questionnaire, personal interviews, and departmental documents. Assimilated results between the three departments were mixed. The emergence of three themes centered on the lack of knowledge of the new standards, the use and integration of dispositions, and the importance of strong leadership. All respondents indicated the significance of the new standards, with respondents from two of the departments alluding to the possibility of the new standards being integrated at some future point into their curriculums. The implications for this study, which was the first of its kind in Kansas, supported both the significance and necessity for the new state SECD standards, and the importance of strong leadership in higher education when making curricular changes and adjustments.
Warren, Kim. "Education for citizenship : African-Americans and Native Americans in Kansas, 1865-1935." Ann Arbor, Mich. : ProQuest Information and Learning, 2005. http://gateway.proquest.com/openurl?res_dat=xri:ssbe&url_ver=Z39.88-2004&rft_dat=xri:ssbe:ft:keyresource:Kra_Diss_05.
Full textHornung, Shawn. "Kansas Honor Flight - Wamego High School: service and sacrifice, promise and potential." Kansas State University, 2015. http://hdl.handle.net/2097/20559.
Full textDepartment of Curriculum and Instruction
Thomas Vontz
The Honor Flight Network is a national non-profit organization based out of Springfield, Ohio, with the mission to “transport our heroes to Washington D.C. to visit and reflect at their memorials.” Kansas Honor Flight – Wamego High School pairs high school students from the local chapter of the National Honor Society with area veterans. This experiential service-learning project provides America’s next generation the opportunity to connect with and learn from America’s “G.I. Generations.” Veterans of World War II, the Korean War, and the Viet Nam War are accompanied by student-guardians who serve as their assistants and guides. The avowed mission is accomplished with students first and foremost providing service for their veteran through the duration of the trip. Yet, the promise of the journey is realized when the student-guardians are able to witness the memorials through the eyes of those who exemplified courage, fortitude, patriotism, service, and sacrifice – flesh and blood representatives of civic virtue. Similarly, the veterans behold the beneficiaries of their sacrifice providing respectful service; virtuous acts voluntary, not obligatory. Different generations of constitutional stakeholders – those who actively preserved the republican experiment, others preparing to be engaged participants therein – experiencing hope for the future as well as gratitude for those who came before. This report includes a narrative of the inaugural mission of Kansas Honor Flight – Wamego High School. Using said narrative as exemplar of following flights, the report chronicles the creation of bridging social capital through implicit reciprocity and the emergence of intergenerational trust-building. The spanning of generations is discussed through the sharing of enduring republican principles. Heroes are democratized as witness is bore by the soldier who lived to tell the tale.
Schwandt, Jamie R. "Exiting foster care: a case study of former foster children enrolled in higher education in Kansas." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15490.
Full textDepartment of Educational Leadership
W. Franklin Spikes
In the United States, foster care is provided to children to avert maltreatment and abuse of children in distressed families by providing a temporary home or a foster home. Courts with jurisdiction over families have been charged by Congress to find appropriate homes when necessary circumstances occur. In fiscal year 2009, there were 423,773 children in foster care (U.S. Department of Health and Human Services, 2010). When the term “foster child or foster care” is used, most individuals view the term as negative. Most statistical data reaffirms this belief and casts a negative light on the foster care system in the United States. Foster children exit the foster care system and face higher rates of substance abuse, unemployment, and incarceration, and lower educational attainment. Though foster children do suffer from uncertainty of shattered relationships, there are success stories that arise from foster care. This study examines the discovery of strengths and emerging possibilities in the State of Kansas foster care system and the conditions that make them possible. This study identifies and examines success stories of 15 former foster children in the State of Kansas and analyzes how to build on those success stories. This case study uses qualitative methods such as audio-taped interviews and an interview protocol with a pre-determined set of open-ended questions. This study identifies stories of effectiveness in the State of Kansas foster care system.
Gott, Trisha. "Analysis of discourse and rhetoric in performance measures for research institutions in Kansas." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34469.
Full textDepartment of Educational Leadership
Kakali Bhattacharya
David C. Thompson
Mary H. Tolar
This qualitative discourse analysis examines discourse related to performance-based measures such as, state of the state speeches, policy documents, reports, and other discourse to explore the purpose(s) higher education has in Kansas, as manifested in discourse from 1997 to 2015. The research explores discourse produced by elected and appointed state level officials’ related to higher education policy, purpose, and governance, with a specific focus on performance-based measures in Kansas. The purpose of this research was to understand more fully how discourse shapes and reflects understanding of the role and purpose of higher education in the state of Kansas. This study explored the power of discourse to shape a narrative in a state and influence policy and governance. Using discourse analysis as the methodological framework, this qualitative study included analysis of policy documents, speeches, reports, budgets, and other discourse related to performance-measures in Kansas. Discourse analysis, informed by political and critical discourse analysis were the primary approach to this research. Using a multiperspective approach to data analysis and coding, data was examined for themes of power, social, economic, and political influences. The study has implications for higher education policy and for policymakers, administrators, and other actors in higher education in Kansas.
Foster, Joseph B. "School consolidation and community cohesion in one rural Kansas community: Mount Hope." Kansas State University, 2015. http://hdl.handle.net/2097/19152.
Full textLandscape Architecture/Regional and Community Planning
Katherine Nesse
Rural communities continue to consolidate and close schools across the country at an alarming rate. Debates surrounding school district consolidation have been known to cause deep tension throughout many communities. It is widely held that, schools in rural areas not only provide education, but create jobs, provide entertainment, and bolster social relationships within a region. Social relationships are necessary for the health and cohesiveness of any community. This in-depth case study of the rural community of Mount Hope identifies the change in cohesion over time. This research shows that there is a relationship between the closing and opening of the school and levels of community cohesion amongst some, but not all, of the groups. The key findings are that a range of social activities not directly related to the school have been affected by the closure. Personal interviews were conducted with local officials, school employees, group leaders, parents, and community members of Mount Hope. This study is relevant to planners, school administrators, and educators alike, as local communities across the state debate the value of district consolidation. The findings are beneficial to communities and school districts to help determine what is best for a community when considering school consolidation or closure.
Botts, Kenneth Christopher. "A selected historical analysis of the “Complete High School” Maize Kansas." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18952.
Full textDepartment of Educational Leadership
Mary Devin
David C. Thompson
School districts throughout the United States have continuous concerns about how to meet the needs of high school students who are at-risk of dropping out of school. Despite multiple resources available for addressing this concern through alternative education schools and programs, there continues to be an unacceptably high number of students who do not graduate from high school. While knowledge about what is working in alternative schools and the students they serve is progressing, additional research is still needed. In Maize USD 266, Complete High School Maize is an award-winning and nationally recognized dropout prevention program that has, over a fifteen year span (1999-2014), helped reduce the dropout rate in Maize. The intent of this qualitative historical analysis was to serve two purposes. First, it delineated the historical evolution of Complete High School Maize as a model for school districts to emulate in an effort to reduce the number of high school dropouts. Secondly, this study provided historical documentation to help preserve and share in the history of the program for future generations of students. This study examined the factors and circumstances present in Maize USD 266 that resulted in the creation of an alternative school for its students. This study also narrated the structural evolution of Complete High School Maize from 1999 to 2014 and examined the conditions and factors that resulted in the progressions. The findings of the study showed that Complete High School Maize had successfully helped reduce the number of dropouts in Maize USD 266.
Treinen, Craig Michael. "Kansas high school band directors and college faculties' attitudes towards teacher preparation in jazz education." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8565.
Full textDepartment of Music
Frederick Burrack
The purpose of this study examined high school band directors and college music educators’ attitudes in regard to implementing curricula requirements for music teacher training programs in jazz education, as well as personal and professional characteristics to current and past jazz cultures in music education. In addition, high school band directors and college music educators were also asked to evaluate specific teaching skills and competencies necessary for preparing music education students to teach jazz as an essential part of their teaching responsibilities in Kansas’ schools. Primary participants in this study included high school band directors (N=175) randomly selected from each of the six districts based upon geographical location in Kansas: (1) Northeast, (2) North-central, (3) Northwest, (4) Southeast, (5) Southcentral, and (6) Southwest, and college music educators (N=50) from eight Kansas institutions that were members of the National Association of Schools of Music (NASM), and offer degrees in music education. The survey in this study used modified questions and statements that focused on teaching instead of performance as highlighted in an existing research instrument by Walter Barr (1974), “The Jazz Studies Curriculum.” Data compared between both studies revealed similar findings. A descriptive method of research was used and designed to provide structured responses. The survey was divided into five sections, included frequencies, rating scales, mean scores, yes-no questions and 3-point Likert type questions. Data collected from this study described the following: background characteristics, teaching skills and experiences, competencies for music education majors, and jazz education as it relates to teacher preparation in Kansas. Results from this study indicated that high school band directors and college music educators agreed that the current music education programs in Kansas were not preparing music education majors to teach jazz in the public schools. Respondents were asked to provide opinions related to jazz and jazz course requirements for music education majors graduating and applying for teacher certification. Respondents were also asked to provide statistical information regarding the prioritization of courses in jazz pedagogy, jazz ensemble, jazz history, jazz theory, jazz keyboard and jazz improvisation with regards to essential skills and competencies needed for public school teaching. Tables were utilized to show statistical data and comparisons. Implications from this study included the need for more teacher preparation in jazz education.
Clark, Rustin. "Determining suitable funding for p-12 education in Kansas : superintendents' opinions and selected cost simulations." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/225.
Full textMerello, Andrea Kathleen. "A case study of artists from the Kansas City Schools Experiment." Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6209.
Full textBrenes, Mendieta Priscilla. "Evaluation of a printed newsletter tailored to grandparent caregivers in Kansas." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35466.
Full textPublic Health Interdepartmental Program
Mark D. Haub
Millions of U.S. grandparents are responsible for providing parental care, in the absence of the biological parent, for at least one grandchild under the age of 18 years. These caregivers may base their wellness and nutrition practices with their grandchildren on outdated advice. In 2010, Kansas State University Human Nutrition Cooperative Extension Service faculty launched a theory-based newsletter, entitled Nourishing the Next Generation, that was mailed six times per year to low-income grandparent caregivers, and posted on a public website (at http://www.k-state.edu/humannutrition/newsletters/nourishing-the-next-generation/index.html). Each issue disseminated small amounts of practical, specific, “how-to” nutrition- and wellness-related information that addressed topics identified as being of concern to this population and that used recommended word choice, format, and design principles. After five years of Nourishing the Next Generation being in circulation, we surveyed readers who had received it from one to five years in order to assess the impact it had and to highlight its strengths. This study combined qualitative and quantitative approaches by using written surveys with both open- and closed-ended questions. Two different types of participants who had received the newsletter, grandparent caregivers and community educators, received surveys. A total of 54 valid surveys were returned from the 492 that were sent to grandparent caregivers, while 30 out of 175 community educators completed surveys. The newsletter was perceived by responding grandparent caregivers to be very effective in improving their awareness, knowledge, motivation, and confidence to follow recommendations about healthy eating and physical activity. Also, reading it led to many self-reported positive changes in various nutrition, physical activity, and other wellness practices among 91 percent of the responding grandparent caregivers and their families. In addition, 70 percent of responding community educators used its contents extensively to disseminate information to wider audiences. In conclusion, including grandparent caregivers in wellness-related educational programs could be a good approach to target healthy lifestyle practices of both older and younger generations. An appropriately designed newsletter can effectively improve the health of a large number of people, yet has limited costs, and thus, is an excellent public health method.
Horst, Deena L. "Understanding the influence of lobbying on decisions made by the Kansas House Education Committee, 1995 - 2006." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1355.
Full textDalgarn, Joe. "The Quiet Discrimination of Lowered Expectations| A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas." Thesis, University of Arkansas, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272156.
Full textIncreasing the independence of individuals with severe disabilities is of increasing concern to schools and federal agencies. Improving quality of life for high needs individuals with disabilities is an objective of transition programs, which allow consumers to adapt from one aspect of life to the next. The purpose of this study is to examine the relationships between variables (a) vocational assessment and exploration; (b) workplace readiness training; (c) independent living skills; and (d) self-advocacy and self-care and the independence level of individuals with severe disabilities residing and receiving their education within an institutionalized setting. Finally, this study will examine the efficacy of the Functional Independent Skills Handbook curriculum and assessment in addressing the independent living skills needs of individuals with severe disabilities in-residence in a state institution. Participants include adolescents with severe disabilities receiving services from the Special Purpose School at the Parsons State Hospital.
The results obtained by this study may be of extreme use to educators, service providers, and policy makers in Kansas, as well as other states utilizing a similar institutionalization model for severely disabled individuals. The study yielded statistically significant results that a focused, leveled curriculum emphasizing (a) vocational assessment and exploration; (b) workplace readiness training; (c) independent living skills; and (d) self-advocacy and self-care can increase the independence level of individuals with severe disabilities.
Greene, Kathleen Veronica. "Alumni perceptions of the McNair scholars program at Kansas universities." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/347.
Full textEwy, Casey L. "The value of administrative behaviors : a comparative study of special education teachers and building administrators in Kansas." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/268.
Full textKoci, Julie Lynn. "A follow-up study of vocational agriculture students graduating from Kansas high schools in 1981." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9923.
Full textTurner, Gregory E. "Evaluation of Kansas public community college music programs in meeting the goals for general education established by the National Association of Schools of Music and the College Music Society." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1117721.
Full textSchool of Music
Frans, Nike. "Development of cooking skills questionnaire for EFNEP participants in Kansas." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35449.
Full textDepartment of Food, Nutrition, Dietetics, and Health
Sandra B. Procter
There have been major shifts in the dietary patterns of people in the United States in the last four decades. People eat fast food more frequently, eating more convenience food products, and highly processed food. On the other hand, the practice of cooking from raw ingredients or cooking from scratch has been declining. The lack of cooking skills is one of the barriers of cooking from raw ingredients. Cooking skills are one of the important determinants of food choice. People who have higher cooking skills tend to choose healthier food options. There are many programs that aim to increase cooking skills and nutrition knowledge. One of them is done by EFNEP. Over the years, EFNEP has been helping the low socioeconomic population to reach nutritional well-being. Evaluation is an important component of EFNEP. There are evaluation tools in EFNEP including behavioral checklist and dietary recall that are administered pre and post program. However, these tools do not specifically measure participants’ cooking skills. A proposed short self-reported questionnaire is designed to measure cooking skills of EFNEP participants in Kansas. The questionnaire comprises of seven questions and has been tested to a representative group.
Gubbels, Thomas Joseph. "A moral crime : school integration in the Kansas City school district /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924885.
Full textYoung, Lanee. "Determining teachers' behaviors concerning the NCTM standards in low and high performing rural high schools in Kansas." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/291.
Full textRoss, Gena L. "Kansas City, Missouri, Inner City Schools' Parent Involvement Policy, Practices, and Accreditation Problems." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4754.
Full textWalton, Candace Lynne Thompson. "An investigation of academic dishonesty among undergraduates at Kansas State University." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/2368.
Full textGutierrez, Josef. "Restorative campus landscapes: fostering education through restoration." Kansas State University, 2013. http://hdl.handle.net/2097/15649.
Full textDepartment of Landscape Architecture
Laurence A. Clement, Jr.
Restorative landscapes are a growing trend within health care environments and can have a lasting impact on people if applied within other settings, particularly higher education campuses. Their design captures the many healing qualities of nature that humans are instinctively attracted to (Heerwagen, 2011). Within restorative landscapes, people have been historically found to experience relief of stress, improved morale, and improved overall well-being (Barnes et al., 1999). While campus planning standards do consider the outdoor environment as an extension of the classroom, higher education campuses can do more to utilize the cognitive benefits of nature for students, faculty and staff. This project explores principles and theories of restorative landscape design, empirical psychological research, and campus design to develop a framework that facilitates the creation of restorative campus spaces on higher education campuses. In partnership with the Office of Design and Construction Management at the University of Kansas, the framework was subsequently applied through the design of the landscape for the Center for Design Research on the KU campus. In the context of current campus planning challenges, restorative landscape design is a potentially valuable strategy in strengthening the beneficial roles and efficacy of the campus landscape. This design project explores its application to envision places within a higher education campus that, along with other benefits, relieve stress for students, faculty and staff.
Argabright, Michael D. "State funding for early childhood education in rural Kansas: perceptions of policymakers, early childhood advocates, and superintendents." Diss., Wichita State University, 2014. http://hdl.handle.net/10057/10930.
Full textThesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Education and School Psychology
Fisher, Shannon Rae. "Using technology to prepare for future scienTESTS." Diss., A link to full text of this thesis in SOAR, 2006. http://soar.wichita.edu/dspace/handle/10057/565.
Full text"July 2006." Title from PDF title page (viewed on April 25, 2007). Includes bibliographic references (leaves 36-39).
Brown-Cecora, M. Kathleen Lomshek. "A study of the income factor in the 2006 Kansas Standard of Excellence schools." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1038.
Full textSartorius, Kelly C. "Emily Taylor, dean of women: inter-generational activism and the women's movement at the University of Kansas." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8449.
Full textDepartment of History
Sue Zschoche
Historians have often linked the route of the second wave of the women's movement on college campuses with the development of women's liberation as young women involved in the New Left came to feminist consciousness working in civil rights and anti-Vietnam protests. This dissertation considers a “longer, quieter” route to feminist consciousness on a college campus by considering the role of a dean of women, Dr. Emily Taylor, at the University of Kansas between 1956 and 1974. Through her office that centered on women’s affairs, Taylor used the student personnel and counseling profession to instigate the dissolution of parietals at KU, a project that has long been associated with New Left student protests. A liberal feminist committed to incremental change to benefit women’s equal status in society, Taylor structured her office to foster feminist consciousness in undergraduate students, and provided staff support to New Left and radical women’s groups as they emerged on the KU campus. As a result, the inter-generational exchange that occurred within the KU dean of women’s office illustrates one example of how liberal and radical feminists interacted to foster social change within an institution of higher learning. The projects undertaken within her office illustrate that these seemingly separate groups of women overlapped, collaborated, and sometimes clashed as they worked toward achieving feminist goals. Her career at KU also shows that the metaphor of a first and second wave of the women’s movement may not be an accurate picture of the growth of feminism on co-educational campuses. Little scholarly work exists on the role of deans of women in higher education, or regarding women college students in the years immediately following World War II. This dissertation adds to the literature in both areas, showing that in the case of KU the administration was not a monolithic obstacle to student protest, the New Left, civil rights, and feminism. Instead, Taylor as dean of women pushed initiatives that bore on all of these areas. While Taylor is one example, her career illustrates patterns in deans of women’s activities that deserve further study and consideration.
Jordan, Brian C. "A longitudinal study of selected impacts of the School District Finance and Quality Performance Accreditation (SDFQPA) Act on representative Kansas school districts, 2002-2011." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13460.
Full textDepartment of Educational Leadership
David Thompson
Information gained from the present study should provide important policy insights into whether adjustments to the School District Finance and Quality Performance Accreditation (SDFQPA) Act funding formula have supported the original goal behind SDFQPA, which was to provide more equal funding to public elementary and secondary pupils in Kansas. The study assessed selected fiscal and pupil performance impacts following changes to the SDFQPA funding formula during the years 2002 - 2011. The information gained from the present study also can be compared with the insights gained from the DeBacker study of 2002 which analyzed SDFQPA funding formula impacts from 1992 - 2001. The result of extending and expanding the DeBacker study to new data in 2011 is significant. When considered jointly, information from the two studies should provide insight about selected school funding variables impacted by the SDFQPA funding formula over a twenty-year span. The population for the study included all 289 Kansas school districts in existence in 2011. The study sample, 112 school districts, was arranged into decile groups based on assessed property valuation in 2002. The design resulted in 28 school districts in four decile groups of Deciles 1, 5, 6, and 10. Decile 1 school districts were considered poor, Deciles 5 and 6 were considered average wealth, and Decile 10 school districts were considered wealthy. The study was conducted in two phases. The first phase consisted of an extensive data review based on the critical element of local fiscal capacity to support schools across two book-end years 2002 and 2011. The following represent the fiscal and student performance variables analyzed in the first phase: enrollment, general fund amounts per pupil, supplemental general fund amounts per pupil, capital outlay fund amounts per pupil, bond and interest fund amounts per pupil, number of pupils per certified employee, and average teacher salaries. Other pupil performance variables examined included: graduation rates, dropout rates, and state reading and math assessment results. The second phase of the study attempted to expand on researcher observations made during the first phase through the use of surveys and telephone interviews. Surveys were mailed to the 112 school districts in the study sample to gather contextual information about the specific variables and also to gather information not available from the data. Survey information included the following: construction or remodeling of facilities, closing or combining of schools, and changes in secondary curricular offerings. Telephone interviews were also conducted with 5 randomly selected school districts from each of the four studied deciles to clarify the survey data and to gather school leaders’ perceptions about changes to the SDFQPA funding formula. Results of the study indicated that adjustments to SDFQPA from 2002-2011 did indeed increase the level of fiscal resources available to average wealth school districts at a greater rate than resource increases experienced by wealthy school districts. Pupil performance across all deciles improved, with the most dramatic improvements occurring within the average wealth school districts. The school districts within Decile 1 experienced the most improvements to facilities, and increases in curricular offerings when compared to other deciles. The results indicated that positive changes have occurred in the educational experience offered by Kansas school districts from 2002-2011. The positive changes were discovered with only cautious optimism, however, as more recent changes to SDFQPA could potentially undo the growth experienced by Kansas school districts from 2002 to 2011.
McCarty, Terrell Dwayne. "Planning and developing advisory programs for the personalization of education: a handbook to guide school leaders of large high schools in Kansas." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18248.
Full textDepartment of Educational Leadership
Trudy A. Salsberry
The purpose of this study was to research and create a comprehensive handbook for planning and developing advisory programs for the personalization of education. This is known as personalized learning. Personalized learning refers to the structures, policies, and practices that promote relationships based on mutual respect, trust, collaboration, and support (Breunlin, Mann, Kelly, Cimmarusti, Dunne, & Lieber, 2005). Planning and Developing Advisory Programs for the Personalization of Education: A Handbook to Guide School Leaders of Large High Schools in Kansas was developed using the research and development methodology (R & D) developed by Gall and Borg (Gall, Borg, & Gall, 2007). A prototype of the handbook was developed and then evaluated by experts in the area of the personalization of education. A Preliminary Field Test was electronically sent to all building principals of high schools in Kansas with student populations of 1000 students or more. Revisions were made to the handbook based on feedback received. The revised handbook was then distributed to three professionals, nominated by their peers, for the main field test. Feedback from the main field test was used to create the final product. The conclusions from the research project indicated: (1) there is a strong need for administrators and educators to personalize the learning environment through advisory programs; (2) large high schools were in need of a resource that was relevant in their respective schools; (3) the need for a handbook such as this to address key components such as transition, support interventions, and academic counseling; and (4) that a comprehensive handbook that included a step-by-step process, discussing critical components for administrators on how to personalize education utilizing advisory programs could address numerous concerns in large high school.
Kraus, Brian W. "A descriptive analysis of selected community stakeholder opinions regarding potentially critical factors in school bond referenda success or failure in Kansas during the years 2004-2007." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2170.
Full textYee, Johnny Yi. "Kansas metropolitan location and high school size as variables in low income low achievement correlations." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/330.
Full textBurke, Richard K. "Workforce education and training in southwest Kansas : perceptions of the CEO's of businesses, industries, professional services and governmental agencies /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.
Full textLopez, Kathryn T. "Promoting and enhancing the graduate student transition experience : an exploratory study of Kansas State University." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15789.
Full textDepartment of Journalism and Mass Communications
William Adams
This is an exploratory study on the existing transition efforts of the Kansas State University Graduate School for master’s degree students. There are a variety of graduate students at Kansas State University with many different graduate program experiences. This study identifies the current status of incoming master’s degree students outreach and details experiences of transitioning graduate students to make suggestions on future strategies. It is vital to identify if, and which, programs are catering to the different needs of these students during their socialization into their graduate program. The study has three main objectives: (1) determine the level of personal contact and emphasis on relationship-building during a master’s degree student’s transition, (2) identify the general efforts and practices of specific master’s degree programs and the Kansas State University Graduate School, and (3) to document the needs of students as they transition into graduate school at Kansas State University. The research was conducted through use of confidential one-on-one in-depth interviews with nine Kansas State University graduate program directors and two Graduate School administrators. Ten newly admitted to the Kansas State University graduate program in the spring of 2013 were interviewed. The qualitative approach to this study enabled the researcher to get detailed testimonials and experience-based knowledge from all of these key stakeholders. Overall, the study revealed that graduate students value face-to-face and personal interaction and showed that student-to-student contact is a preferred component to a successful socialization of graduate students. The needs of transitioning graduate students included assistance with course scheduling, assistantship responsibilities, advisor selection, and an overall understanding that graduate school is different from undergraduate school. Future graduate program strategies that would assist in the successful socialization of graduate students include: orientations, meeting with graduate program directors, social and networking opportunities, and workshops. Involvement in student organizations and utilization of on-campus resources are also a part of most of the graduate programs, and graduate school transition outreach. Based on the findings of this study, the researcher offers suggestions to the Graduate School, graduate programs, and incoming students in order to help enhance the transition experience of master’s degree students into graduate school at Kansas State University.
Curry, Susan Elizabeth Willard. "A comparative analysis of subsidized and non-subsidized relative child care in Kansas." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13141.
Full textDepartment of Family Studies and Human Services
Bronwyn S. Fees
Positive child outcomes are related to high quality child care environments as evidenced through longitudinal studies (Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, 2002; The National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network, 2005; Schweinhart, Montie, Xiang, Barnett, Belfield, & Nores, 2005). These findings are important particularly for young children from low-income families. As these children are commonly the recipients of child care by a relative, high quality relative care is essential (U. S. Census Bureau, 2005; Brown-Lyons, Robertson, & Layzer, 2001; Collins & Carlson, 1998; Ehrle, Adams, & Tout, 2001). Prior research on the quality of care provided by relatives has been limited, inconsistent, and inconclusive due to differing methodological approaches. Previous studies have often grouped relative child care providers along with other home-based care settings; however, they are not the same. Previous studies have also employed a variety of measurement tools to assess quality. This study examined the overall quality of care in relative child care settings using a tool specifically designed for relative child care, comparing the quality of care and motivations for care between subsidized and non-subsidized settings. Overall, findings were consistent with results of previous studies on kith and kin or relative child care providers in that 1) a wide range of quality of care was observed among both subsidized and non-subsidized settings; 2) no differences were observed between quality in subsidized and non-subsidized; 3) no differences were observed between quality of care based on motivation for providing care. The majority of providers will provide care for family regardless of availability of payment; however, subsidized providers were more family-oriented in their motivation compared to non-subsidized who more child-oriented. While all levels of care were observed in both infant/toddler and preschool settings, infant/toddler settings scored higher on all adult-child interaction variables. These settings were also observed to be safer than preschool settings. Also subsidy status alone does not necessarily increase or affect quality of the care as payment is not the primary motivation for care. Policymakers should, therefore, explore other means by which to enhance quality such as equitable subsidy rates across home-based settings and support programs for this population.
Glodt, Kelly J. "A study of principals' perceptions of competence in common administrative roles." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/228.
Full textAnders, Brent A. "Exploratory study of the Structured Self Development experience of enlisted soldiers in the Kansas Army National Guard." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38621.
Full textDepartment of Educational Leadership
Sarah Jane Fishback
This exploratory phenomenological research study describes the experiences of U.S. Army soldiers going through the mandated Structured Self Development (SSD) online courseware. Multiple findings are presented covering soldier participants’ experiences with the process, content, and culture/environment of SSD. Additionally, findings dealing with soldiers’ motivations and self-described impediments while going through SSD are presented. Four Army enlisted soldiers (two male, two female) were purposefully selected for this study, each one representing a different level of SSD (Levels 1-4). Participant soldiers for this study were selected from throughout the Kansas National Guard and each one possessed a different duty military occupational specialty within the Army. The findings of the research study indicate that there are multiple aspects of SSD that soldiers experienced in a negative way. Areas such as frustration with the system, cheating, poor instructional technique, low retention of information, cognitive overload, and poor leader/peer perceptions were identified through soldier participant interviews. Motivational issues dealing with negative feelings of relevancy and boredom with the instruction were also acknowledged. Additionally, difficulty in accessing the SSD system by soldiers, and over assumptions of soldiers’ levels of self-directed learning were also identified. This research contributes to the ongoing research needed dealing with soldier improvement through online learning.
Zhang, ShaLi. "A study of the job training needs of the support staff in the six Kansas Board of Regents university libraries." Diss., Manhattan, Kan. : Kansas State University, 2004. http://hdl.handle.net/2097/46.
Full textNorton, Susan Parkinson. "The new reality : participation of elected government officials of the state of Kansas in emergency management training post September 11, 2001." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/307.
Full textDavis, Trinity M. "The reading achievement of Kansas urban African American fifth graders before and during No Child Left Behind." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1383.
Full textEllis, Joyce A. "An investigation of the frequency of Kansas physical education teacher feedback and proximity in relation to student body mass index and gender." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/406.
Full textEsquivel, Sonia. "Latino/a students' perceptions of their sense of belonging at Kansas State University : mi casa es su casa . . . or is it really?" Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3895.
Full textRolett-Boone, Sherry Kay. "The effects of no child left behind policy on gifted education in the United States, Kansas and a midwestern suburban school." Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3742.
Full textThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.