Dissertations / Theses on the topic 'Education, Policy|Education, General|Education, Secondary'

The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya’s Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits’ theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke’s thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study’s findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya’s progress toward universal access to secondary education.

The purpose of this action research, mixed methods study was to explore the impact of the AP Program on the high school and college experience of students, both from an academic and a "lived experience" perspective. In addition, the study investigated the costs and values of the AP Program to the institution itself. The study revealed that the AP Program continues to contribute significant value to students' high school educations, generally prepares them well for success at college, and often contributes to the acquisition of important credit and placement accommodations for students when matriculating at college. The study also revealed that, although the Program contributes a great deal of stress to the high school experience, students do not see this as a significant impediment to participation. However, the study also revealed several opportunities for the institution to better prepare students for the rigor of the Program and their use of AP scores in obtaining accommodations at college. Finally, the study demonstrated that while the AP Program contributes important value to the teaching experience, marketing of the institution, and the college admissions success of the school, there are important issues that warrant further consideration and review, not the least of which is the quality of the non-AP curriculum that is offered to students who do not meet the prerequisites of the AP Program.

This qualitative, phenomenological study will cross-sectionally examine the perceptions of general education teachers through in-person interviews to analyze their personal beliefs for special education students’ attendance at post-secondary education institutions. Data was collected from general education teachers working at different urban high schools in a Southern California charter management organization. Each of the interviewed teachers are currently responsible, or have been responsible, for the instruction of special education students in their classroom. A total of 6 general education teachers participated in semi-structured interviews that consisted of 10 open-ended questions. Three conclusions were extracted from the findings related to the data collected through the interview process. Firstly, the general education teacher must believe in the potential of the special education student and their ability to attend a post-secondary education institution. Secondly, the school and the charter management organization must provide adequate training and collaboration opportunities to general education teachers in order to provide them with the pedagogical skills necessary to appropriately support special educations students. Thirdly, the special education student must have the self-belief and the self-confidence required to attend a post-secondary education institution after high school graduation. The 3 implications supported by the key findings and conclusions from the study are to explore methods by which general education teachers might better communicate their belief in the potential of all special education students, devise systems in which more meaningful collaboration, communication, and training of general education teachers to instruct special education students can occur, and investigate strategies that general education teachers might implement to improve the self-belief and self-confidence of special education students.

This study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabilities. Additional data were obtained from document analysis of the students’ IEPs, completed portfolios, as well as archival data of grades students obtained on their portfolios. Analysis of the data showed that teachers used accommodations and modifications listed in Individual Education Plans (IEPs) to provide adequate support to their students with learning disabilities while creating portfolios. The teachers also used additional strategies and techniques to ensure that their students were successful in their portfolio projects. Analysis of the portfolios and grades revealed that these students produced portfolios that met their teachers’ expectations. The researcher recommended that, in order to meet the learning needs of the students with LD who are involved in portfolio development, teachers should not only use accommodations and modifications listed in the IEPs but also add more techniques found to be beneficial for their students with LD. However, those portfolios will not be effective if they do not meet their teachers’ expectations and meet established deadlines. The researcher also recommends replicating the study to include diverse settings.

The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers’ attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers’ attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers’ attitudes of inclusion in regards to their type of certification, degree level, and years of experience.

The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher’s perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; general education English teachers are committed not only to forming relationships with students with Asperger Syndrome, but often take it a step further, taking on the role of advocating for the student as well as encouraging the student to advocate for himself or herself; and general education English teachers are committed to doing what works for the student, regardless of what information can be found in the IEP document.

The current mixed method study explored the job satisfaction perceptions and retention plans of 241 secondary science teachers from seven North Texas school districts. For the current study, an email questionnaire was sent to seven districts across 83 secondary campuses, which included 51 middle schools and 32 high schools. The current study intended to find reasons why secondary science teachers continue to teach or decide to leave the profession. The participants’ perceptions and intentions to continue teaching were gathered through an online survey which gathered data across seven job satisfaction domains. Demographic and retention responses provided additional data on each participant. Through a quantitative analysis of Likert type survey responses and qualitative analysis of open-ended retention responses, the current study explored secondary science teachers’ perceptions and intentions to stay teaching. The quantitative analysis of survey data found significant differences in almost all of the job satisfaction domains for all teachers. There were also significant differences across some demographic groups as well. Through a qualitative analysis, motivation to teach was the leading predictor for retention. On the other hand, school culture and compensation were the top reasons for teachers planning to leave the classroom.

Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model.

The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall.

With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.

Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model.

The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall.

With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.

The purpose of this study was to explore the noncore secondary teachers' lived experience with Georgia's Teacher Keys Effectiveness System (TKES) evaluative feedback. This descriptive phenomenological study examined Georgia's noncore teachers' use of evaluative feedback from TKES to inform and impact classroom effectiveness. The essence of the experience of receiving evaluative feedback is revealed through in depth interviews with 30 noncore secondary teachers from three districts in Georgia.

The findings in this study suggest that TKES evaluative feedback has the potential to support a positive change in the noncore classroom provided appropriate time and resources are dedicated to implementing the evaluative process with fidelity. Traits of effective feedback that resonate throughout the literature review and study findings are the need for feedback to be specific, timely, ongoing, and linked to professional development. The need in the noncore classroom for teachers to receive content-specific feedback was uncovered. Additionally, the need to build additional time and resources into the school year to ensure evaluative feedback has the potential to accomplish the goal of teacher growth and become a positive part of the teaching profession was uncovered. The findings of this study allow an opportunity for the voice of the noncore teachers' experience with TKES evaluative feedback to be heard, generating a pathway to improved feedback and growth in their classroom.

The perceptions of general education teachers,' special education teachers,' and site administrators' regarding the benefits of inclusion , or mainstreaming, for students with mild to moderate disabilities at the secondary level were examined using the lenses of psychological benefit, academic benefit, behavioral benefit, and overall benefit. This quantitative study utilized a survey methodology using a random sampling from among seven school districts in Southern California.

The statistically significant results indicated that none of the groups perceived an overall benefit of inclusion, with specific differences by lens and group. The three groups did not perceive a benefit of inclusion in the areas of psychological, behavioral, or academic specifically, but had less significant perceptions of an overall benefit. Although none of the areas were perceived to be beneficial, comparatively the psychological benefit was perceived to be higher than behavioral benefit, and all groups perceived the academic to be the least significant.

There were significant differences among groups on benefits perceived, as well. Administrators perceived a significantly higher psychological benefit to inclusion than did general education teachers. There were no significant differences among groups in relation to a behavioral benefit to inclusion. General education teachers perceived a significantly higher academic benefit than did special education teachers. The only area that showed positive results was in a perceived overall benefit, with administrators scoring overall benefit the highest, followed by special education teachers. General education teachers perceived overall benefits of inclusion to be significantly lower than did either other group.

This mixed methods study of teachers’ beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that has received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students’ prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses.

The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey, and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers’ beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district.

The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not implemented consistently across schools and particularly in science, technology, engineering and mathematics (STEM) related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.

Educational reform is at the forefront of legislatures and school districts across the United States (Hattie, 2011). To find and employ high school improvement initiatives that lead to improved educational experiences for students, educational leaders must examine in great detail what systems have been successful and then modify the initiatives to fit the characteristics of their particular school districts (Berliner & Glass, 2015). The purpose of this study was to determine the effectiveness of initiatives one Midwestern high school implemented beginning in 2012. The initiatives implemented included the Tardy Sweep policy, Response to Intervention (RtI) program, and a Late Work policy. The data collected were archival and reflected the school years from 2010-2011 through 2015-2016. Using descriptive statistics, the findings demonstrated an improved attendance rate, a decline in discipline referrals, and decreased failure rate with the implementation of these initiatives at one Midwestern high school. The findings of this study provide a compelling argument for the implementation of the three initiatives at other high schools.

The research design is a quantitative causal comparative method. The Florida Comprehensive Assessment Test (FCAT) which measures student scores included assessments in mathematics and reading. The design study called for an examination of how type of small learning community (SLC) or the type non-SLC high school environment affected student achievement in FCAT mathematics, FCAT reading, graduation rates, and entrance into college/post secondary education, employment, and teacher job satisfaction using analysis of variance. Results indicate that students who participated in SLCs were more likely to graduate from high school than their non-SLC counterparts. SLCs seem to be supportive of both high school completion and education beyond the high school diploma. Participating teachers provided self-reported levels of employment satisfaction using the Mohrman-Cooke-Mohrman Job Satisfaction Scales (MCMJSS). Results of the ANOVA analysis indicate that SLC teachers do demonstrate a significantly higher rate of job satisfaction than their non-SLC colleagues indicate the probability that the relation between the variables found in the sample ( p < .001) was significant. The results of this study were that SLCs improve student graduation rates, students’ entering college and post-secondary education and further expanded the empirical evidence that teachers in SLCs have increased job satisfaction.

In the United States, a staggering four thousand students drop out every school day. Moreover, in 2016, the graduation rate in Oregon was only 74.8%, one of the lowest in the nation. Research shows that a disproportionate number of youth leaving school are from historically marginalized communities. Many of these youth resiliently return to education at alternative schools. This research sought to explore the educational experiences of youth in alternative schools in their own voices and perspectives. From a theoretical framework based in sociocultural theory, cultural capital, and critical theory, this study underscored the importance of youth voice in changing the education system by incorporating qualitative methods and YPAR (Youth Participatory Action Research). Working alongside seven youth co-researchers who attended an alternative school in Oregon, we interviewed eight other students at the same school about their educational experiences and perceptions of the education system. The youth co-researchers and I co-constructed four themes collectively: “I felt invisible to the teachers”; “Teaching is a sacred act”; “Regular high school is like drowning, it’s cruel”; and “Dropping out was [actually] a success.” We also compiled counternarratives in the words of the eight student participants, which highlighted how the school system pushed them out despite their desire to learn. Finally, we spoke truth to power, in solidarity with the youth in this study, by presenting our recommendations for educational change to teachers, including how they can co-create spaces with students that foster care and empathy, value youth voice, and are culturally sustaining and identity affirming.

The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. This dissertation represents one of eight dissertations in a thematic dissertation group at the University of Southern California. Each researcher conducted a qualitative research case study at a separate, individual school site. While the educational climate, financial constraints and use of standardized testing to evaluate schools continue to threaten arts programs in public education, Eastland High School, the site of this case study, managed to sustain its visual and performing arts program. Understanding the key factors that sustained the arts program at Eastland High School shaped the foundation of this research study. A qualitative lens investigated three research questions to understand: (1) arts programs at the school, (2) leadership decisions that support the arts program, and (3) funding decisions made at the site. The triangulation of data identified several emerging themes relevant to the three research questions. The first significant theme found collaborative leadership built ongoing social and political capital among all stakeholders to support and sustain the arts program. The findings discovered community partnerships represented a second important theme, which contributed toward the longevity of the arts program. A third theme determined resourceful funding decisions guided school leaders to build successful arts programs. The implications of this case study indicated collaborative leadership and resourceful funding decisions sustain viable arts programs in public schools. Based on the evidence analyzed and discussed in the findings, the case study provided educational leaders with recommendations for future research and advice to sustain arts education in public schools.

Noting that colonial policies worked against the integral development of Nigeria, post-colonial administrations employed different policy initiatives to redress the situation. This case study aimed to measure the effectiveness of secondary school civic education in this regard. The Federal Capital Territory Abuja was chosen as the place of study due to its rich demographic variables. Fifty-four participants, covering six different segments of stakeholders were interviewed for analysis and results. The examination results in civic education at the end of the nine years of "Universal Basic Education" (UBE) program and the crime data of secondary school age students were also examined for enhanced credibility. The latter served as indicators of students' understanding of the content of civic education and the demand for effective citizenship respectively. Since civic education was introduced into the UBE program to shore-up dwindling national objectives through education, the study used Human Capital Theory as the theoretical framework. This study was conducted between April and September, 2013. The findings showed that ingrained ethnic consciousness in the community, bad leadership, distorted value outlook, and get-rich-quick syndrome diminished the effectiveness of secondary school civic education in the quest for the actualization of national objectives.

Key Terms: National Objectives, Civic Education, Universal Basic Education, Human Capital

Although Kreyol is the language spoken and understood by the majority of Haitians, French is the language used as the medium for instruction. The use of a foreign language as a means for students to acquire literacy is a practice that has led to an ineffective educational system in Haiti. The aim of the quasi-experimental research study is to study the effects of using Kreyol versus French as the instructional method in math and science classes. Participants were selected from a target population of 246 girls enrolled at Institution X, a private school in the Ouest Department. Students from this institution are part of the 29% of people who attend secondary schools in Haiti. The 139 students that were part of the sample were randomly divided into two groups per class (standard and Kreyol condition) and were given a pre-test followed by a lesson then a post-test. Students in the standard group were taught in French and those in experimental group in Kreyol. Data gathered from the intervention were analyzed and results indicated that pre-test scores of French condition and Kreyol condition groups were normally distributed. When ANCOVA was used as one of the data analysis tools, because it French conditions for pre-test values and allows for observation of post-test scores, results yielded confirmed a significant difference between the French condition and Kreyol condition groups. The results from this quasi-experimental study provided data that aligned with the literature review and demonstrated that there was in fact a significant difference in performance when Kreyol was used as a medium for instruction instead of French. The results further provide statistical data confirming the important role that Kreyol should play in the improvement of the Haitian education system.

The purpose of this thesis is to investigate patterns in educational enrollment and attainment in educational levels among women in South Africa. Some evidence from the literature suggest a slow increase in women&rsquo
s education and employment opportunities in South Africa. However, little is known about the way in which this slow pattern reflects at all levels and fields of education with special reference to the female population in South Africa. The thesis aims at examining changes of attainment in women&rsquo
s education from a sociodemographic perspective between 2004 and 2007. Factors affecting women&rsquo
s education in South Africa are also considered as they play major roles in women&rsquo
s enrollment and completion at school. The study focuses on women through different social and demographic attributes, by taking account of variables such as age, education attainment, geographic areas, population group to name but a few. All educational institutions are covered and two female groups are considered, women at school and women who left school. The study makes use of already existing data from General Household Survey conducted in 2004 and 2007 respectively, to bring some comparative perspective. The scope of the study is national in that, all the nine provinces are covered making distinction of rural and urban areas.

Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional development, what they value in professional learning opportunities, the challenges that keep them from participating, and their overall professional development needs.

This qualitative study draws on two theoretical frameworks, constructivism and adult learning theory, as there are varied philosophies that contribute to the understanding of a teacher’s perception of professional learning. A non-experimental, phenomenological methodology was chosen, aiming to better understand participant’s individual experiences through their comprehensive, self-reported descriptions. The population of this study consisted of experienced, lower secondary ELA/literacy teachers employed in southern California public schools. Purposive, criterion sampling was used for this research, collecting data from a total of 13 semi-structured interviews of participants from two school districts.

The findings from this study resulted in five thematic categories that present the essential drivers and impediments to the participants’ involvement in professional learning opportunities: (a) teachers desire to improve their professional practice, (b) professional learning should be immediately applicable to professional practice, (c) teachers prefer to learn from other experienced teachers, (d) the culture of the school district and or site influences teacher learning, and (e) a teacher’s learning is influenced by their perception of themselves and previous experiences. Six conclusions were drawn from the thematic findings of this study. They rely upon the literature and findings to argue how teachers’ motivation, personal values, and aspirations for participation in professional learning opportunities is centered on personal and organizational factors along with the historical and current culture of American K-12 public schools.