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1
McMillan, Laura Smith. "Censorship by librarians in public senior high schools in Virginia." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618491.
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This investigation focused on censorship by librarians in senior high schools in Virginia during the 1985-86 school year. Emphasis was placed on determining the subject matter that the librarians censored, the means by which censorship was exercised, and the factors that were influential in causing these individuals to engage in such activity.;The primary method of securing data for the study was a questionnaire developed by the researcher and mailed to the head librarian in every senior high school in the state of Virginia. Responses were received from 68 percent of those surveyed.;Based on an analysis of the data generated by the survey the following conclusions were reached: (1) the librarians in the study placed restrictions on the acquisition and use of a wide variety of subject matter, with every subject category listed on the questionnaire being restricted in some manner by at least 8.7 percent and as many as 86 percent of the respondents, (2) the librarians were significantly more restrictive with fictional materials than with nonfictional materials; (3) the tactic most commonly employed to control the acquisition and use of controversial materials was to purposely avoid purchasing those materials; (4) there was no relationship between characteristics associated with the librarians or the communities or schools in which they worked and the extent to which these individuals were restrictive; and (5) the librarians' own personal convictions about what should or should not be made available to the users of their libraries were more influential in causing them to censor than were pressures to censor, either real or imagined, that were generated by persons or groups in the school or community.;Based on these findings, a number of recommendations were offered aimed at accomplishing two major tasks: first, insuring that professional preparation programs for school librarians include a strong emphasis upon the importance to American education of the principles of intellectual freedom and the proper procedures for selecting and defending library materials, and, second, establishing within the schools a network of support to insure that in the event of a controversy over library materials, the librarian will not be asked to stand as the lone defender of students' rights to read and to know.
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Goins, Lester Keith. "Selected secondary school counselors' perceptions of Virginia's marketing education programs." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164742/.
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Arbogast, II Terry E. "An Historical Analysis on Fiscal Equity in Virginia 1974-2003." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27323.
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The research in this document provides a comprehensive investigation of public K " 12 funding in Virginia over the time period from 1974-75 to 2002-2003. No previous examination has been conducted for the Commonwealth of Virginia that has comprehensively analyzed the data over the life of the current finance formula. Over this approximate thirty-year time period, the trends in fiscal equity among school divisions were determined. The purpose of this research was to provide a better understanding of the current status of funding equity for the Commonwealth of Virginia and to document information that could be used in future litigation concerning the issue of both fiscal equity and educational adequacy.
To conduct this study, research studies and information pertaining to national funding issues, as well as Virginia funding issues, were collected and analyzed. This information, as well as prior litigation, was obtained from searches on ERIC, the Internet, and Westlaw. Next, fiscal and student data were obtained from the Virginia Education Association (VEA), the United States Department of Education, Bureau of Federal Impact Aid, and the Virginia Department of Education (VDOE) for the funding periods from FYs 1975 to 2003. These data included information regarding state expenditures, local expenditures, state sales taxes, federal revenue, and other fiscal and non-fiscal data pursuant to each of the approximately one hundred and thirty-five school divisions in Virginia.
The study also provided an analysis of the evolution of fiscal equity litigation during this time period. Further, the data obtained from the VEA and VDOE were examined to determine whether the funding disparities among school divisions have become more evident or less evident over this time period. In order to determine this, a series of statistics were applied to comparable data to determine the level of fiscal equity achieved by the Commonwealth for each of the selected fiscal years. The Verstegen-Stevens Fiscal Equity Statistics software was used with permission to apply the generally accepted equity statistics.Ed. D.
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Sutphin, Cathy M. "History of Virginia Congressional District Agricultural High Schools." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27689.
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Most research studies of American agricultural education begin with an overview of the events leading to the passage of the Smith-Hughes Act of 1917. By doing so, researchers have neglected an important, foundational era of agricultural education.
With the passage of the Morrill Acts of 1862 and 1890, states began establishing land-grant colleges to provide instruction in the scientific method of agriculture. However, the faculty found that students attending the colleges were ill prepared for collegiate level agricultural courses.
At the same time, there was increased interest in agricultural education due in part to the establishment of the land-grant system and later the development of a national system of experiment stations. This interest, coupled with a strong national movement to improve secondary education, provided the incentive to for educational leaders to campaign for secondary agricultural education. Hence, the movement for Congressional district agricultural schools began.
The state legislatures of Alabama, Georgia, and Virginia established a system of Congressional district agricultural schools. The states of Arkansas and Oklahoma set up similar systems. These schools only lasted a short time but had a great influence on the development of agricultural education, cooperative extension, and public education in general.
The purpose of this dissertation is to document the establishment and accomplishments of Congressional district agricultural schools in the United States with an emphasis on Virginia. An overview of the agricultural schools in states other than Virginia is provided. The events leading to the development of such schools in Virginia are described as well as the statutory establishment. Finally, the researcher has described the 11 Virginia Congressional district agricultural schools and their accomplishments are documented.
A careful review of related material was conducted. The major outcomes of this study are as follows. First, the study provides historical documentation of the Virginia Congressional district agricultural schools. Secondly the study explores the strong programming partnership that developed between extension and the Congressional district agricultural schools in Virginia. Lastly, the study highlights the importance of the Congressional district agricultural schools in the foundational development of the public school system, the cooperative extension program, and vocational education in Virginia.Ph. D.
5
Wood, Paula Reese. "The Importance of Technical Competencies for Beginning Secondary Business Teachers in Virginia." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27907.
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The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education.
The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used with the NBEA document. The survey instrument was mailed to a sample of public high school business teachers in Virginia who were systematically selected from an available population. Results from the demographic question on the survey resulted in the identification of 161 experienced business teachers and 18 inexperienced business teachers.
Means, standard deviations, and t-tests were used to describe the data. The competencies were rated with a five-point Likert scale. All competencies were rated as having either essential importance, above average importance, or average importance. Of the 102 competencies, experienced business teachers identified 11 as having essential importance, 86 as having more than average importance, and 5 as having average importance. Inexperienced business teachers rated 11 competencies as having essential importance, 87 as having more than average importance, and 4 as having average importance. When comparing the experienced and the inexperienced teachers' lists of rated competencies, 9 competencies rated as essential importance were the same for both groups, and 3 competencies rated as average were the same for both groups. When comparing the overall content areas, no significant differences existed between the perceptions of the experienced business teachers and the inexperienced business teachers.Ph. D.
6
Junkins, Harold D. "The influence of participation in secondary agriculture activities on post-secondary pursuits of agriculture students in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1249.
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Thesis (M.S.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vii, 47 p. Vita. Includes abstract. Includes bibliographical references (p. 36).
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Wagner, Charles Allen. "Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618390.
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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.
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Cagle, Karen E. "Faculty perceptions of principal support and change orientation in Virginia high schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618563.
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Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change.
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Bull, Austin Moses. "Factors associated with work attitudes and work behaviors of secondary agricultural education students in selected counties in Virginia." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-12232009-020754/.
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Bacote, Cathy. "Knowledge and Experiences with Dropout Prevention Strategies of Virginia Secondary Administrators, School Counselors, and Graduation Coaches." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192513.
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High school dropout is a national crisis, the effects of which disproportionately affect the most susceptible youth and vulnerable communities. There are many factors that contribute to student dropout. Dropout is influenced by individual and institutional factors, as well as academic and social problems; student dropout, in turn, impacts the individual and society. This study examined the knowledge and experiences of secondary school administrators, school counselors, and graduation coaches with dropout prevention strategies. Further, the study incorporated a survey to collect, analyze and present information. The survey was distributed to an intact group of secondary school administrators, school counselors and graduation coaches in a Virginia school district. The specific goal of the research was to determine the knowledge and experiences of the school professionals responsible for providing dropout prevention programs in their schools. Further, the study would determine the degree to which dropout prevention strategies are aligned with the research-based recommendations as identified in key findings and the Dropout Prevention Practice Guide (2008) published by What Works Clearinghouse and the National Center for Education Evaluation and Regional Assistance. After briefly summarizing an historical perspective on high school dropout, a review of factors related to a student’s decision to leave school before earning a diploma and research-based dropout prevention strategies were examined. The findings will provide educational leaders, school professionals and other stakeholders with evidence –based judgments.
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Anderson, Alice Glover. "The status of transition services for secondary students with disabilities in Virginia and factors affecting service delivery." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37244.
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This study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished.
Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions.
Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team.
Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services.Ed. D.
12
Geiger, Joseph Roy II. "The impact of principal instructional leadership on student achievement in small high schools in Virginia." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618801.
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The purpose of this study was to investigate the relationship between the degree to which a principal demonstrates instructional leadership and student achievement in small high schools in Virginia. This inquiry was an extension of previous research which has examined the relationship between these two variables in urban elementary schools. The study controlled for the effects of the socioeconomic status of the students, which has been demonstrated through research to have an important impact on student achievement.;Forty-four high schools with enrollments in grades 10-12 of 500 or less students participated in the study. Teacher and supervisor questionnaires were used to measure principal instructional leadership. Student Achievement was measured by the schools' results on the Test of Achievement and Proficiency, which is the 11th grade component of the Virginia State Assessment Program. The percentage of students eligible for free and reduced meals at each school served as the surrogate variable for socioeconomic status.;It was hypothesized that (1) there would be a negative relationship between student achievement and socioeconomic status (i.e., the percentage of students eligible for free and reduced meals) and (2) after controlling for the effects of socioeconomic status, there would be a positive relationship between student achievement and principal instructional leadership.;It was concluded that there is a negative relationship between student achievement and socioeconomic status. It was further concluded that the results of the study do not support the hypothesis that principal instructional leadership has a statistically significant relationship with student achievement.;Further study is needed to examine the complex nature of the instructional leadership construct. Research should be conducted to determine how the principal's managerial efforts influence the teaching-learning process. In addition, the roles played by other individuals, such as other administrators, teachers, and parents should be investigated as to how principals can coordinate the efforts of these individuals to enhance student achievement.
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Dunton, James C. III. "Selection Criteria Used By Secondary Principals in Virginia When Hiring First-Year Career And Technical Education Teachers." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27488.
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The purpose of this study was to determine what high school principals look for when hiring career and technical teachers, the relative importance of that criteria, and whether certain factors (such as school district size, community size, and years of experience as a principal) affect their opinions toward the selection process. Surveys were mailed to 160 principals and 146 responded, yielding a response rate of 91%. A series of 2-group t-tests and standard regression analyses were used to answer the research questions.
The most desired hiring criteria cited by principals (in order of importance) were enthusiasm, an applicant's ability to communicate effectively, an applicant who is student-centered, an applicant's beliefs on classroom management, and their knowledge of a variety of teaching strategies.Ph. D.
14
Gareis, Christopher Ryan. "The characteristics and degrees of de facto consensus concerning the mission of K-12 public education in Virginia." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618740.
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The history of public education in the United States is replete with attempts to define the purpose, aims, or mission of K-12 public education at the local, state, and national levels. However, given the historical precedent of the local control of schools and the legal precedent of state-level governance of public education, this study sought to address the more limited question of the purpose of K-12 public education in the state of Virginia. Specifically, within the context of the contemporary educational planning theory of strategic planning, this study sought to determine what content characteristics concerning the mission of public education were shared among the school divisions in the state of Virginia. Through content analysis of division-level mission statements, the study identified not only the content but also the degrees at which such content was shared among division-level mission statements. The study further addressed the similarities and differences between the mission statements of school divisions and that of the state itself, a statement written by Thomas Jefferson some two hundred years ago. The findings illuminate the relative presence and absence of de facto consensus concerning the mission of K-12 public education in Virginia.
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Mehaffey, Mary Messer. "The relationship between a locality's fiscal capacity and its per-pupil expenditure in the Commonwealth of Virginia as a result of the 1988 funding formula change." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618827.
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For the first time in 15 years in the Commonwealth of Virginia, a major restructuring in the elementary and secondary education finance formula was enacted during the 1988 General Assembly and revenue for education was increased by {dollar}576 million for the upcoming biennium. The overriding purpose of these modifications was to reduce disparities between more and less affluent school systems. The problem of educational disparity is not unique to Virginia. Over the last 20 years, between 60 and 70 individual pieces of litigation have been filed, contesting the constitutionality of public school finance systems in 41 of the United States. In 1990 alone, state courts found three states' education funding formulae to be in violation of those states' constitutions, and the state of Kentucky called for the restructuring of the entire system of public education. The Coalition for Equity in Education Funding filed suit against the Commonwealth of Virginia in the circuit court for the city of Richmond on June 12, 1992. The suit, which was filed on behalf of 31 local school boards and students in those school divisions, asked the court for a judgment declaring that the current system of funding public elementary and secondary schools to be declared unconstitutional because it denies children from less affluent school divisions an educational opportunity that is equal to that of children who attend public school in wealthier divisions in the Commonwealth of Virginia.;The purpose of this study is to analyze the Virginia school finance system in order to determine: (1) whether disparities in revenue for education have been reduced between pupils in high and low fiscal capacity school divisions as a result of the 1988 changes in the financing system in education, and (2) if the relationship between a locality's fiscal capacity and its educational expenditure has changed subsequent to the 1988 Virginia General Assembly's restructuring of the school financing system.;Five research questions were investigated using a correlational methodology. Upon analyzing the data, the following are some of the conclusions drawn: (1) When range was used, the disparity increased between 1988 and 1992; (2) A high positive correlation does exist between ability-to-pay as measured by the composite index and total per pupil expenditure; and (3) A high positive correlation does exist between per pupil expenditure from local funds and total per pupil expenditure. Recommendations are made for future research.
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Williams, Teresa L. "Global workers, local schooling : an examination of human capital investment in Virginia /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06162009-063422/.
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Richardson, James Kenneth. "The impact of block scheduling on student performance on the Virginia Standards of Learning End-of-Course assessments." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154151.
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Gibson, Lynnell Theard. "Working to reduce ninth grade failure rates in urban school settings: A multi-case study of ninth grade transition programs in four urban high schools in Virginia." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539618904.
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The focus of the ninth grade year as a crucial year for high school students is a current issue that raises national concern. Currently, rural and suburban school districts have been successful in implementing and in sustaining successful ninth grade transition programs. However, in urban settings, educators have been perplexed by the varying degrees of success with these same strategies. This study focused on four urban high schools' efforts to increase ninth grade promotion rates and ultimately high school completion rates. Each school's efforts have been described in order to gain insight into how each program was developed to meet the needs of its school population. The planning, implementation, program design, inhibiting factors, facilitative factors, and criteria used to determine success/failure were explored in each school, and findings for each school were compared to practices found in other ninth grade transition programs in urban settings across the United States. Findings from this study suggest that while ninth grade transition programs can positively impact ninth grade promotion rates, urban schools continue to fall short in yielding immediate and continued increases in promotion rates. Before the strategies can be systematically labeled effective, each school's efforts have to result in increases in ninth grade promotion rates that are replicated on a yearly basis.
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Luseno, Florah Kavulani. "An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26181.
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One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes providing special education services to students with disabilities within the regular classroom. Studies reviewed indicate that difficulties occur in instituting integrated programs within general classrooms because educators working in inclusive settings lack knowledge of strategies needed to implement such programs effectively.
The purposes of this study were to determine whether secondary special and general education teachers working in inclusive settings in Virginia had: (a) a positive attitude towards inclusion and students with disabilities; (b) perceived themselves capable of adapting instruction to students with disabilities; (c) had the resources and support needed; and (d) perceived themselves knowledgeable of pertinent information required for teaching students with disabilities in inclusive classrooms. Information collected was also designed to identify: (e) whether these special and general educators collaborated in their inclusive classrooms; (f) the type of support received in working with students with disabilities; and (g) areas of needs the two groups of teachers have in working with students with disabilities in inclusive classrooms.
A total of 400 questionnaires, consisting of 36 Likert-statements and 19 open-ended items, were mailed to a stratified random sample of 200 special and 200 general classroom teachers working in inclusive settings in Virginia. Out of this total, usable questionnaires were received from 84% (n = 167) of the general education and 62% (n = 124) of the special education teachers, for an overall response rate of 73%.
An analysis of data collected, using descriptive statistics, thematic analysis, and analysis of variance, indicated that special educators, compared to general educators: (1) had more positive attitudes towards inclusion and students with disabilities; (2) perceived themselves more capable of adapting instruction to students with disabilities; (3) felt resources and support needed to work with students with disabilities were available; 4) had a greater sense of efficacy when it comes to knowledge required for teaching students with disabilities; and (5) worked more collaboratively in providing assistance to each other regarding students with disabilities.
Both groups of special and general educators had a negative attitude towards educating: (6) most students with disabilities (regardless of the level of their disability) in the regular classroom; especially (7) students with behavioral disorders, mental retardation, and multi-disabling conditions. These teachers also felt: (8) students with disabilities lack skills needed to master the regular classroom course content; and that (9) the large teaching load in the regular classroom makes it hard to meet the needs of students educated in inclusive settings effectively. Furthermore, both groups of teachers indicated they: (9) predominantly received support from other teachers and guidance counselors in working with students educated in their inclusive classrooms.
Information focusing on areas of needs in working with students with disabilities indicated the two groups of teachers identified different areas of needs. The special educators noted they need: (10) more influence in the placement and decision making process, extra time for collaborating with others, reduced class loads, a clarification of the roles and responsibilities of special and general educators working in inclusive classrooms, and guidelines for meeting the new standards of learning. In contrast, the general educators indicated they require: (11) support from their administrators and parents, more resources and instructional material, assistance in dealing with school administrators who hold all students to equal standards, and training in special education and strategies for working with students with disabilities, behavior management, discipline, and anger management and conflict resolution. Implications this information has for school districts and teacher training institutions are discussed.Ed. D.
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McCarty, Matthew W. "Teacher Well-Being and Virginia Standards of Learning." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2584.
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The Virginia Standards of Learning (SOLs) were created by the Virginia Department of Education as a method to assess student learning. The SOLs were implemented in the mid-1990s and were used as end of grade and end of course assessments for grades 3-8 and secondary courses. The SOLs have taken on a foundational role within the Virginia public schools as they now count toward student graduation and teacher evaluation. Virginia now uses a teacher evaluation system that is in large part based upon student performance on the SOL assessments. This evaluation system is in place in all public school divisions in Virginia.
This study began as an attempt to understand the potential changes in the mental and physical well-being of teachers as related to the Virginia SOLs. Teachers were asked to complete a brief survey designed to measure their response to various mental and physical stressors. One hundred twenty-one surveys responses were received with 117 completed. The survey data will be used to discuss the possibility of creating a quality program of professional development that will help teachers guide their stress into positive and productive areas.
This study revealed that elementary/middle school teachers tended to experience higher rates of insecurity, vulnerability, depression, and coping ability than secondary teachers during SOL test administration. However, it was also determined that elementary/middle school instructors did not experience changes in most aspects of physical well-being during the SOL test administration that are drastically different than their secondary school counterparts. The study indicated elementary teachers experienced a higher rate of heart racing than their secondary colleagues. The means and standard deviations across the areas surveyed were similar and did not vary significantly across surveyed responses except for the areas mentioned above.
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Aberegg, David T. "Types of hardware and software in use and problems associated with their use in secondary agricultural education programs in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3333.
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Thesis (M.S.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains vii, 45 p. Vita. Includes abstract. Includes bibliographical references (p. 30-32).
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Heastie, Samuel R. "Relationships and differences on self-regulated learning, parental involvement, homework, and academic achievement, among high school students in rural West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1871.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains ix, 98 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 64-69).
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Metcalfe, Lynn B. "Teachers Perception of Elementary School Principals Leadership Characteristics in Elementary Schools in Rural Southwest Virginia." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1277.
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The characteristics of servant leaders as perceived by teachers who evaluated the leadership excellence of principals were the focus of this study. The essential ingredient of a leader was examined in all participating schools; the role of the principal was crucial to a school's effectiveness and was widely acknowledged.
Ten characteristics were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions, as well as principals' self-perceptions, of principals in rural Title I Schools located in southwest Virginia.
The exploratory question that originated from this study was: Was there a significant difference between the mean score on the Metcalfe Leadership Questionnaire for teachers and their school principals for each of the 10 survey variables (listening, empathy, awareness, healing, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community) for schools 1 through 17? In an attempt to answer this question, a Likert 5 scale survey was given to each principal regardless of years experience and teachers with at least 3 years of experience. This group of teachers was selected with the assumption that experienced teachers could better identify influential relationship that described true patterns in Title I schools. A one sample t-test was used to determine if differences existed between teachers' means and their principal's self-ratings.
The results showed a significant difference in the teachers' perceptions of their principal and the self-analysis by the principal in the servant-leadership characteristics as defined by Robert Greenleaf (1977). The null hypotheses relating to healing and persuasion were retained in more schools than rejected. The remaining 8 null hypotheses were rejected in more schools than retained. In most cases principals' self-ratings were higher than the means of teachers rating them. In at least two schools principals generally rated themselves lower than their teachers.
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Williams, Arthur S. "An analysis of achievement tests for selected Virginia high school business computer applications students." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170601/.
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Waller, George Darryl. "The Impact of Music Education on Academic Achievement, Attendance Rate, and Student Conduct on the 2006 Senior Class in One Southeast Virginia Public School Division." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27477.
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For several decades music educators have proposed that the study of music has a significant impact on student academic achievement, attendance rates, and student conduct. In an era of higher student and teacher accountability, increasing budget cuts, the federal No Child Left Behind Act (NCLB), and stringent state standards of learning, a number of educators have argued that education in music can boost test scores, attendance, attitudes toward school, reduce discipline referrals, and increase overall academic achievement.
The purpose of this study was to quantify general education claims by examining high school academic achievement data, attendance rates, and student conduct of the 2006 graduating class in one Southeast Virginia school division.
In addition, this study briefly explores the impact that music education has on the human brain and on academic achievement at the elementary school and secondary school levels. Moreover, influences that integrating music has on academic achievement in general education courses, arts integration programs, and elements of an effective music education program are explored. Specific research studies provide evidence to support key concepts and the need for additional research.
The research design includes the independent variables: subject and number of years enrolled in formal music courses or no formal music courses, gender, ethnicity, and enrollment in formal music courses or no formal music courses in high school, grades nine through twelve. The dependent variables include: academic achievement as measured by grade twelve weighted cumulative grade point average (GPA), attendance rate as measured by the number of absences in grade twelve, and student conduct as measured by the number of discipline referrals in grade nine through grade twelve.
Four research questions were used to explore academic achievement, attendance rate, and student conduct with regard to music or no music courses taken in grades nine through twelve. Ethnicity and gender were reported using the common dependent variables among participants in three populations " entire study population, music population, and non music population.
Conclusions were based upon sophisticated statistical tests including descriptive and inferential statistics, correlations, analysis of variance (ANOVA), and regression statistics. These tests confirmed the four research questions and null hypotheses that music students out perform their non music counterparts in academic achievement, attendance rate, and student conduct. Although the studied school division does not distinguish between excused and unexcused absences, music students had fewer days absent than non music students.Ph. D.
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Myers, Juliette Burke. "Federal Compensatory Education Programs of the 1960s: The Implementation of Head Start and Title I Services in Roanoke County Public Schools." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29537.
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The federal government has taken an increasingly active role in its involvement in public education since the turn of the twentieth century. Prior to World War II, federal intervention in public education was a result of war initiatives. Following World War II, the United States experienced a number of social and economic conditions that had implications for public education. Among these were a rapid increase in student enrollments resulting from the post World War II baby boom, continuing racial segregation, and chronic inferior education for African Americans and economically disadvantaged students of all races and ethnic groups. To combat the economic, social, and political implications associated with these conditions, the federal government worked with states and local departments of education to formulate plans for educational reform.
During the 1960s, federal aid to public schools grew from half a billion dollars in 1960 to 3.5 billion in 1970 (Kantor & Lowe, 1995). Federal aid was increased to provide support for educational facilities and to provide compensatory educational programs for economically disadvantaged students through Head Start of the Economic Opportunity Act of 1964 and Title I of the Elementary and Secondary Education Act of 1965. Educators were encouraged to develop programs to meet the needs of the minority, disadvantaged, and special education populations through the provisions of these acts and subsequent appropriations. This is the report of a historical study of the federal response to the needs of the identified students as implemented through Roanoke County Public Schools.
The purpose of this study is to provide a historical account of the development of Head Start and Title I programs in Roanoke County Public Schools within the national context of Head Start and Title I programs. The potential impact of this study includes a greater understanding of the influences that led to the development of Head Start and Title I at the national level and the subsequent educational services implemented through Head Start and Title I programs in Roanoke County Public Schools.Ph. D.
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Levy, Rachel A. "The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5566.
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Nongovernmental actors have long been involved in the funding of U.S. K-12 public schools. With recent cuts to state funding to public education, however, groups called school-supporting nonprofits (Nelson & Gazley, 2014) have taken on a much larger role in school funding. Nonacademic, volunteer, parent-led groups such as parent teacher associations (PTAs), parent teacher organizations (PTOs), and booster clubs, especially, have grown in number and in amount of revenues raised, and are funding core school needs and functions. This situation confuses obligations of public institutions, undermines equity, and complicates the role of educational leaders. This mixed-methods study explores the influence of school-supporting non-profit organizations (SSNPs), in the suburban districts in the Richmond, VA quad-county metropolitan area. The focus of the current study is on the intersection of student economic disadvantage and race/ethnicity with the presence and types of SSNPs, their volunteer capacity and activities, and their financial capacity and impact. This study further examines why and how SSNPs exist as they do and how educational and nonprofit leaders manage their roles. Results show meaningful differences between groups in almost every variable, showing socioeconomic and racial disparities exacerbated by parent-led SSNP organizations. SSNPs at the most affluent schools with the most White and Asian students justify their work by touting the benefits to SSNP members’ children, explaining that the raising of funds and providing of volunteer staffing is both a virtuous activity and needed for the schools they support to function. Educational leaders must share power with these groups. This phenomenon raises questions about the purpose of SSNPs as civic and nonprofit organizations, exacerbates already inequitable availability of educational opportunities and resources across schools, and threatens the public nature of public education. While many policy remedies for this problem exist, a priority is more public revenues and funding of public schools.
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Morgan, Jewel D. "The Nature, Scope, and Consequences of Drug and Alcohol Use of Students Enrolled at Three Southern Appalachian Community Colleges." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2951.
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The primary purpose of this study was to determine the nature, scope, and consequences of drug and alcohol use by students enrolled at three southern Appalachian community colleges: Mountain Empire Community College (MECC) in Virginia, Northeast State Technical Community College (NSTCC) in Tennessee, and Southwestern Community College (SCC) in North Carolina. An additional purpose was to use this information to formulate recommendations for new and improved preventive substance-abuse programs. The design for this study was descriptive research. The Core Alcohol and Drug Survey (CORE) was selected as the appropriate instrument for use in this study. The 23-item questionnaire was designed specifically to investigate the nature, scope, and consequences of alcohol and drug use of students who attend the three southern Appalachian community colleges. A proportional stratified sampling procedure was utilized to select clusters (classes) at each community college. A total of 1,101 surveys was collected. Four research questions and 22 hypotheses were addressed. Data analysis included descriptive statistics, Chi-square, and Somers' D. The researcher, using the.05 level of significance, rejected nine null hypotheses and failed to reject 13 null hypotheses. Forty-eight percent of the students used alcohol in the past 30 days. Forty-six percent of underage (younger than 21) students drank (indicated alcohol use at least once in previous 30 days). Twenty-six percent of students had "binged" in the previous two weeks. The data in this research showed the following: (1) no relationship existed between the use of alcohol and the age groups, (2) a difference existed between the age groups in their use of marijuana, amphetamines, and sedatives, and (3) a difference existed between the use of alcohol, and marijuana, and grade-point averages. Twenty-five percent of the students have used marijuana (at least once in the past year). The most frequently reported illegal drugs used in the past 30 days were: 17% marijuana, 7% amphetamines and 7% sedatives. Key findings on the consequences of alcohol and drug use are as follows: 38% reported some form of public misconduct and 18% reported experiencing some kind of personal injury at least once during the past year as a result of drinking or drug use. Findings of the study showed that no difference existed between mates' and females' perception of the alcohol and drug policies, regulations and prevention programs on campus. The study also revealed no difference existed among the age groups' perception of the alcohol and drug policies, regulations, and prevention programs.
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Taylor, Beatrice Dietering. "A study of high school biology students engaged in a Science-Technology-Society (STS) landfill restoration project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37429.
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Feltman, Doris R. "Quality practices of alternative education learning environments as represented in Virginia's Individual Student Alternative Education Plan (ISAEP) program." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618674.
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The purpose of this study was to analyze a prominent alternative education practice in the Commonwealth of Virginia through an analysis of the Virginia Department of Education's Individual Student Alternative Education Plan (ISAEP) program and the alternative education environment it provides. This was a descriptive study using non-experimental survey research using quantitative and qualitative data to study the phenomena as it exists. Participants included 132 ISAEP program leaders attending the 6th Annual Conference in July, 2012. The study revealed that the ISAEP program is consistent with how alternative education is defined both in Virginia and nationally as it has characteristics similar to those that research informs educators about effective programs. The program blends academics, vocational, career and technical education and training and characteristics such as voluntary enrollment, student-centered individual programming, a functional curriculum with GED completion, and the presents of caring, knowledgeable adults. The program is taught by licensed staff, most of whom hold degrees higher than a Bachelor's and who hold multiple endorsements. All ten exemplary practices were seen as important and moderately positive relationships were found between program leaders' perception of exemplary practices and current practices for seven of ten practices. A weak relationship was found with the practice of leadership and current practice. Leadership was seen as the practice that could most positively impact the quality and effectiveness of the ISAEP program. There was little correlation between importance and practice with respect to Student Assessment. Collaboration with Community and Program Evaluation were practices reported to be least evident.
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Miller, John H. "Equine Subject Matter in Virginia's Secondary Agricultural Education Programs: Course Offerings Compared to Career Development Event Participation." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29716.
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Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy.
Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components:
1. classroom instruction,
2. FFA, including Career Development Events, and
3. Supervised Agricultural Experience (SAE) programs.
The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course.
The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond.
Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence.Ph. D.
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Murphy, Joyanne Patricia. "Post-Secondary Education Decisions of High School Black Males in St. Thomas, U.S. Virgin Islands (A Case Study)." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30282.
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This study sought to understand the perspectives of young Black males toward post-secondary education. A qualitative case study research design was selected because it allowed the researcher to examine in a holistic fashion the complexities of how the issues of school, home, community, and peers function in the life of a young Black male in St. Thomas, USVI; and how these issues in his life yield a perspective on and a decision about participating in higher education.
A case study using taped interviews and observations of one high school Black male and his mother was conducted. Data were analyzed using Ethnograph and a coding matrix based on the tenets of grounded theory. The findings showed that the young man was ambivalent about the educational process and about his plans concerning his preparation for the future. In high school he saw three options: enlisting in the military, engaging in full-time employment, or pursuing a college education at the University of the Virgin Islands as long as he could achieve success. He viewed all three paths as equal. His family's influence had a profound impact on his decision to participate in advanced education despite his lack of commitment and his underachieving high school career.
The educational issues in the territory signal the need for territorial policy makers to initiate educational improvements in the public schools and to mandate, at the university level, an information and recruitment program for young males to improve the demographics of post-secondary education in the U.S. Virgin Islands. Recommendations for further research are offered.Ph. D.
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Lettsome, Quincy Filmore Vanico. "The development of secondary and tertiary education for microstates, with special reference to Anguilla, Montserrat and the British Virgin Islands." Thesis, University of Hull, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314428.
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Bays, Kimberly Ann. "Beating the odds : a case study of post secondary participation in higher education of Norton, Virginia high school graduates /." 2003. http://wwwlib.umi.com/dissertations/fullcit/3083086.
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Austin, Brian T. "Evaluation of the 4x4 block schedule in Virginia's secondary schools the impact on students' academic performance /." 2008. http://proquest.umi.com/pqdweb?did=1625771241&sid=10&Fmt=2&clientId=14215&RQT=309&VName=PQD.
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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.Title from title screen (site viewed Mar. 5, 2009). PDF text: vi, 126 p. ; 731 K. UMI publication number: AAT 3336690. Includes bibliographical references. Also available in microfilm and microfiche formats.