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1
Medd, Gordon Thomas. "From traditional to year-round education: Making the transition at the K-5 level: Dry Creek Joint Elementary School District's approach (Heritage Oak Elementary School)." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/634.
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Hernandez, Julian Jr. "Nonprofit Organizations: A New Method to Increase the Quality of Education in the United States." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2045.
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The United States has attempted to improve access to quality education for students. While the United States has seen access to higher quality of education as a solution to improving schools, this has not worked. The purpose of this paper is to analyze the methods created to improve access to quality education and their effectiveness. Methods that will be analyzed are acts passed by the United States and the charter school movement. In this paper I will look at the methods used in Germany and Colombia to help develop a new method of improving the quality of education in the United States through the use of nonprofit organizations.
Nonprofit organizations have played a role in improving the education of Germany and Colombia. Nonprofit organizations could be a solution in improving the quality of education students receive through hands on experience, a standardized test, providing resources for students, and improving the quality of teaching in each school. The use of nonprofit organizations can help under-resourced districts improve, help create a test to accurately measure student success, and help districts understand how they can improve.
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Reid, Douglas E. "Educational restructuring: Attributes promoting change." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/962.
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Dodge, Terri. "Impact of Standardized Testing Emphasis on Teaching and Learning in Kindergarten through 12th Grade in United States Schools: East Tennessee Principals' Perspectives." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2103.
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The pressure to perform on standardized tests in the United States has become intense. Increased accountability has caused principals to think about their perceptions of standardized testing with regard to accountability measures, test validity, use of test data, impact of testing on the curriculum, and stress related to testing. The purpose of this study was to investigate kindergarten- through 12th-grade principals' perceptions of standardized testing. The study included 91 principals of Title I and nonTitle I schools located in 8 rural East Tennessee school districts. Data were gathered using a survey instrument to determine principals' opinions of standardized testing.
There were 4 predictor (independent) variables in this study: Title I status of the school measured by status (Title I school and nonTitle I school), gender predictor variable, predictor variable of highest degree earned by principals (master's, specialist, and doctorate), and predictor variable of experience in current position (1-6 years, 7-14 years, and 15-39 years). The data analysis focused on 5 dimensions of standardized testing. The 5 (dependent) variables were: (a) general impact-accountability, (b) validity of standardized tests, (c) use of standardized tests in individualizing instruction, (d) impact on curriculum, and (e) stress related to standardized testing.
The findings reflected that in general, principals had a positive view of standardized testing; however, the study showed that there was agreement among principals that standardized testing has limitations, particularly in the area of fairness to ethnic groups. The research indicated that principals use test data in many ways to improve their schools. Regardless of Title I status, gender, highest degree earned, and years of experience in current position, there were no significant differences in principals' opinions of standardized testing regarding the 5 dimensions of standardized testing.
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Smith, Tad Jonathan. "ARK: At risk kids: A preventive discipline program for adolescent students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1178.
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Holliday, Michelle Lauren. "The Use of Anti-Bullying Policies to Protect LGBT Youth: Teacher and Administrator Perspectives on Policy Implementation." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2921.
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Although in recent years there has been increased attention on bullying prevention and bullying legislation in the United States, there is limited research on the implementation of anti-bullying policies. Moreover, few studies have addressed the use of anti-bullying policies to protect LGBT youth from bullying. The present study seeks to examine the role of anti-bullying policies as a means to protect against bullying based on perceived sexual orientation and gender identity. Qualitative interviews with high school teachers, administrators, and staff members within an urban school district in the United States were conducted to gain insight into how those charged with the task of protecting LGBT youth engage with their school and district policy in efforts to create a supportive environment for their students. In this study, I argue the following: 1) the policy structure, both in the language of the state law and district policy on bullying, created barriers for schools to implement the anti-bullying policy; 2) the barriers created by the policy structure limited teachers' ability to protect LGBT youth from bullying; and 3) despite the evident barriers, teachers found ways to create supportive classroom environments for their students. Results indicate that teachers are not knowledgeable of the contents of their school's anti-bullying policy, and have had limited exposure to the policy through training specific to their school's anti-bullying policy. Similar results occurred when teachers and administrators were questioned about their awareness of trainings specific to the prevention of bullying against LGBT youth, posing significant barriers to effective policy implementation. In addition, interview data suggests that although teachers lack the sufficient support in terms of training on the anti-bullying policy, there were multiple examples of teachers serving as advocates for LGBT youth in both their classrooms and in their schools more broadly. The displays of advocacy by teachers, in addition to the presence of district and school administrator support for LGBT students, serve as an example of how school districts can find ways to implement school policies, address bullying in their schools, and raise awareness for the unique experiences of LGBT youth in terms of bullying.
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Robinson, Sam J. "Empowering U.S. Marshallese Students to Engagement and Active Participation in Learning." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157609/.
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The U.S. Marshallese population is one of the fastest growing Pacific Islander populations in the United States. The purpose of this study was to identify how U.S. Marshallese students could be empowered and engaged in their learning through clearly identified indicators that educators could apply within their classrooms and schools. The indicators have been established on a historical, cultural, and linked perceptions of student learning as identified by U.S. Marshallese students and teachers. Pacific Islanders consisted of a variety of populations with varying cultures and ethnic diversity. This study has been conducted using a postpositivism worldview, Marshallese migration is not a limited phenomenon of displacement, but a migratory change that must be embraced by communities and educators. Educators must understand how to empower and engage U.S. Marshallese students in their learning. This study was designed utilizing an interpretative descriptive naturalistic ethnography qualitative research design with middle school students and teachers to gather qualitative data from U.S. Marshallese students that will lead to a contextual understanding of empowering and engaging U.S. Marshallese students in their learning. The findings of this qualitative research study can be applied by educators to empower and engage U.S. Marshallese students in their learning on a daily basis in schools and classrooms. Culture understanding, positive relationship building, and the design of culturally connected intrinsically student motivated learning activities is the foundation and critical component of empowering and engaging U.S. Marshallese students in school and classrooms for improved student learning.
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Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.
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Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures.
Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.
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Saiya, Nilay John. "American fundamentalism domestic determinants of United States Middle East policy under the Bush administration, 2000-2006 /." Click here for download, 2006. http://wwwlib.umi.com/cr/villanova/fullcit?p1432846.
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Ayalon, Aram Itzhak. "Teachers' perceptions of their working environment in departmental and interdisciplinary teaming organization in middle level schools." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184563.
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The purpose of this study was to compare middle level teachers' perception of their working environment under two different organizational structures: departmental (DEP) and Interdisciplinary Teaming Organization (ITO). In addition within the ITO schools, this study compared the working environment perception of teachers between different schools and between team members and non-team members. ITO is characterized by organizing teams of teachers around a core of subjects and providing them with a block of time, a common planning period, and shared students. Studies suggested that ITO provided circumstances for increased cooperation among teachers and enhanced decision making participation comparing to DEP schools. As a consequence teachers reported more job satisfaction and higher level of efficacy. However, very few studies were found to study these differences at the school level. The sample of this investigation consisted of 78 middle level teachers--Forty-seven teachers from two middle schools with ITO and thirty-one teachers from two DEP junior high schools. Subjects were administered a slightly modified questionnaire, previously used with elementary teachers, consisting of 16 different scales depicting the various aspects of the teachers' working environment. In addition, in order to enhance the analysis of the results other data was collected through open-ended interviews, as well as 2-way Analysis of Variance of teacher background components was conducted. The findings revealed: (1) ITO teachers felt more positive than DEP teachers with regard to the factors: faculty cohesiveness; socialization and recruitment of new teachers; goal-setting; teacher evaluation; instructional coordination; homogeneity and shared values; and instructional rewards. No significant differences were obtained with regard to job satisfaction, efficacy and decision making participation. (2) No significant differences in attitudes were obtained between ITO members and non-members within each ITO school. (3) Teachers in ITO 2 school felt more positive than ITO 1 teachers on only three scales: decision making participation, managing student behavior, and instructional rewards. Results suggest that ITO has a positive impact on the teachers' working environment, however, decision making participation, job satisfaction and efficacy level may be affected more by other factors. Future research should focus on improving the effectiveness of ITO.
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McAlister, Michael G. "Deepening Awareness| The Integration of Mindfulness Practices in United States High Schools." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932978.
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<p> <i>Mindfulness</i> practices build an attentive awareness of the present moment and appear to support the kind of well-being school communities seek to cultivate. Currently there are increases in demands for the services offered by crisis counselors, who work to serve students’ emotional needs. Students are increasingly reporting levels of chronic sadness, hopelessness, and suicidal ideation. This is reflected nationally with high school students around the country reporting increased incidents of stress and depression. This issue represents larger educational problems, which correlate increased stress levels and ineffective teaching of coping skills with more serious problems such as increased risk of teen suicide. The problem of practice addressed by this dissertation is how schools might best integrate mindfulness practices, the learned attentive awareness of the present moment, into this void and evaluate whether this approach to increasing students’ ability to pay attention to their immediate experience, helps mitigate the problems affiliated with increased levels of stress.</p><p>
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Speth, Gerald L. "A model of strategic planning for public schools." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546119.
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The purpose of the study was to develop a model of strategic planning which was fitted to the specifics of the planning need of public schools. In order to develop such a model certain questions were addressed:1. What administrative procedures are suggested prior to the initiation of a formal strategic process in a public school district?2. What school district organizational structure facilitates a strategic planning process?3. What are the mayor variables that should be included in a strategic planning process for public schools?4. What information is included in a strategic planning document and what format is suggested for such a plan?5. What procedural methods can be used in the public school district to transfer a strategic plan into strategic action?6. What factors tend to restrict the use of a strategic planning process?Significance of the StudyThe significance of the study was based on the the factor of accelerating change in today`s environment with the resulting impacts on the realm of public education. While the public school systems are not competitive in the same essence as are businesses, school districts are in constant competition for resources and the maintenance of educational goals which will assist the United States in maintaining a competitive status in the global environment.The above cited challenges require tools for planning that go beyond the traditional introspection of long-range planning or the programming, planning and budgeting system (PPBS). The required tools must embrace the total environment and those forces therein that impact on the pursuit of elementary and secondary schooling by the U. S. populace.Shirley (1981, p. 1) concluded that most planning guides stop short of full paradigm development. That author also indicated that the non-profit sector represents a new and virtually untapped area for research and writing in strategic planning. The absence of published articles and only one book on strategic planning for public schools sustains Shirley's position.If public school superintendents and district school boards were to be influential in meeting the opportunities and threats of the future environment, the need for tools to assess and plan for those enterprises was imperative. The development of a strategic planning model for public schools could provide such a tool.Limitations of the StudyThe limitations of this study were:1. The analysis and recommendations were based on limited research related to strategic planning for public school administration.2. The study was limited to analysis of selected strategic planning models used in private profit and non-profit environments with a resulting new model tailored for the public school situation.3. The new model was developed using the concepts of strategic planning in the private and non-profit sectors. Components were refined to consider the public school environment with a new archetype. A panel of experts in the fields of strategic planning and public school administration were used to verify the appropriateness of the new model and its various components.4. The model's usefulness was restricted to use in planning for public educational institutions.5. A field test of this model was beyond the scope of this research.Definition of TermsThe following terms were applied and used throughout this study to insure clarity and consistency (Lewis, 1983).Problem-solving planning. This type of planning is of short duration (one to two months) and is used to restore performance back to a routine level. (p. 9)Operational planning. This type of planning is of a duration of up to one year and is used to improve on routine performance or to reach an aspirational performance level. (p. 9)Long-range planning. This type of planning is of a longer duration of three to five years and is used to determine performance gaps and resources needed to remedy these gaps. A prime characteristic of this type of planning is its focus on the internal or microenvironment. (p. 11)Strategic planning. This type of planning is of longer duration usually three to ten years and is used to improve performance in order to reach the mission and educational goals of the school district. A prime characteristic of this type planning is the recognition of both the internal or microenvironment and the external or macroenvironment in the planning process. (p. 10)Critical analysis. The role of the critical analysis is to identify, analyze, and evaluate the key trends, factors, forces, and phenomena having a potential impact on the formulation and implementation of the long-range goals and strategies. (p. 35)MethodThe model was developed using the following procedures:1. A comprehensive review of selected literature in the field of strategic management was conducted. Findings from this review were analyzed to provide a basis for the development of an initial strategic planning model for specific application to public school systems.2. The initial model was developed and presented to the doctoral committee of the researcher for review and recommendations.3. A working draft of the revised model was presented individually to a panel of public school experts. Interviews were conducted to seek opinions on the completeness of the model and its application to the public school environment.4. A review was made of the information and opinions received from the experts. Such information provided the basis for refining the model.5. Upon completion of the refinement process, the model was again presented to the doctoral committee of the author for a final review of the findings.Organization of the StudyThe study was developed into five chapters and a selected bibliography. Chapter I includes the introduction, purpose of the study, significance of the study, definition of terms, methodology, and organization of the study.Chapter II contains a review of the literature related to strategic planning in the private and non-profit sectors of the environment and planning in public school administration.Chapter III contains the presentation of the methods and procedures used in this study.Chapter IV contains the report of the results of the study and the findings regarding the research model.Chapter V contains a summary, conclusions and recommendations which resulted from the study.A selected bibliography is attached as the concluding section.<br>Department of Educational Administration and Supervision
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EHRAT, KAREN SUE. "LIBERAL EDUCATION SKILLS IN THE FIELD OF NURSING (GENERAL, NON-TECHNICAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187948.
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The primary purpose of the study was to identify liberal education skills necessary for competent, professional nursing practice and to compare baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis on those skills. Further, the study sought to identify underlying factors of liberal education skills perceived by college nursing faculty to be required for competent, professional nursing practice. Finally, the study attempted to identify differences in baccalaureate and associate degree faculties' perceptions of the importance of liberal education skills and program emphasis place on those skills by public and private institutional membership and by National League for Nursing (NLN) geographic accrediting region assignment. The study's survey approach could be classified as a quasi-experimental design. The study utilized a multistage, stratified sample of 432 baccalaureate and associate degree nursing faculty. Seventy-two baccalaureate and 72 associate degree nursing programs were randomly selected from the four NLN geographic regions. Each dean or director of selected programs was requested to select three nursing faculty "most knowledgeable of the nursing curriculum" to complete the instrument. Data for the study were collected by means of the "Liberal Education Skills Inventory for Nursing" (LESIN). Data analysis was accomplished through the use of descriptive statistics, principal factors analysis, and analysis of variance. Major conclusions of the study were (1) nine of the ten LESIN subscales had mean faculty ratings suggesting high skill importance to competent, professional nursing practice; (2) one factor ("conceptual abilities") underlying faculty perceptions of liberal education skills importance was extracted; (3) there were statistically significant differences in baccalaureate and associate degree faculties' perceptions regarding skills importance on two of the LESIN subscales and regarding program emphasis on five of the subscales; (4) on each of the ten LESIN subscales, faculty from public and private institutions did not differ significantly on their perceptions of skills importance and did differ significantly on one subscale regarding program emphasis; and (5) the mean skill importance and program emphasis responses of faculty did not differ significantly on the ten LESIN subscales by NLN geographic accrediting region assignment. In addition, information regarding liberal education skills program evaluation measures or standards was reported.
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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.
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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals.
Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas.
Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards.
This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions.
This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
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Fortenberry, Delores Brown. "A comparison of perceived problems of urban black and white women principals in elementary, middle, and junior high schools in obtaining the principalship and functioning in that role during their first year." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/533873.
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This study compared the differences in success rates of urban black and white women elementary, middle, and junior high school principals in obtaining the first principalship position and functioning in the principalship role during the first year.ProcedureA twenty-two-item closed-form and open-form type questionnaire was developed, tested, and mailed to a selected sample of 173 urban black and white women elementary, middle, and junior high school principals from three selected urban areas located in the Western and Midwestern regions of the United States. Responses were received from 112 (65 percent) of the recipients. The instrument was designed to elicit personal and professional data pertaining to problems encountered in obtaining the first principalship position and functioning in the role of the principal during the first year. Data were analyzed according to similar and dissimilar percentages of responses. of black and white women principals. The most serious problems experienced by principals in obtaining the first administrative position were forms of discrimination and male and female resentment. More white women principals experienced racial and sexual discrimination than black women principals primarily because more white principals than black principals had an opportunity to be interviewed in minority as well as nonminority communities. Usually the interview committee members as well as community members in minority neighborhoods preferred either a minority or a male principal regardless of race. More black principals experienced male and female resentment.The most serious problems encountered during the first year of the principalship included: (1) inadequate facilities, supplies, and equipment; (2) ineffective staff; (3) lack of experience in handling administrative responsibilities; (4) racial prejudice; (5) unwillingness of staff members to follow school integration guidelines; (6) time distribution between family and administrative responsibilities; and (7) family resentment toward job. More black women principals than white women principals were married and had an even greater problem in fulfilling home responsibilities.The most successful methods used by the principals to manage the problems encountered included: (1) using good time management and organizational strategies, (2) hiring household help, and (3) promoting and encouraging staff involvement in decision-making processes.<br>Department of Secondary, Higher, and Foundations of Education
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Snapp, Jim. "The impact of No Child Left Behind on selected exemplary middle level characteristics in Indiana middle level schools." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378149.
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The purpose of the study was to determine the impact, if any, of No Child Left Behind (NCLB) on middle level characteristics (e.g. interdisciplinary teams, common planning time, heterogeneous grouping, interdisciplinary curriculum, and advisory programming) in Indiana middle level schools as assessed by building principals, and if those characteristics have increased, decreased, or remained consistent as a result of NCLB. The research also included demographic information (e.g. age of respondents, years in administration, years in current position), university/certification training on the specific needs of young adolescents, current Adequate Yearly Progress status under NCLB, improvement in mathematics and/or language arts as measured by ISTEP, and adjustments to the daily schedule to provide more time for mathematics and/or language arts classes. In addition, respondents were surveyed regarding the increase in remediation classes, both in place of elective and core classes, and the expansion of grade retention.The population for the study included all Indiana public schools that include grade seven as reported by the 2006-2007 Indiana Department of Education School Directory. The sample did not include principals of Indiana Department of Correction schools or alternative schools. The survey instrument was mailed to 420 principals. At the close of the survey window, 274 surveys had been returned for a 65 % return rate.The findings indicate a greater level of implementation of middle level characteristics as a result of No Child Left Behind in all areas with the exception of wide participation in exploratory activities. Data also indicates a narrowing of the curriculum for young adolescent students as more students are removed from core classes and exploratory classes to spend extended time in mathematics and/or language arts classes, There has also been a dramatic increase in schools utilizing grade retention as a result of NCLB.<br>Department of Educational Leadership
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Korniat, Elizabeth, and Thomas Wehner. "Motivations of Middle Managers for Implementing Change in IT : A Comparative Analysis of the United States and Sweden." Thesis, Linköpings universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166979.
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The purpose of the study is to examine the motivating factors of IT middle managers who work on implementing change in their organizations. The study will be based on a framework of knowledge to assess a comparative analysis of motivation. Previous research mostly focuses on motivating employees through a manager’s choice of theories; there is little research done from a middle management focus especially on the motivation within the IT industry, motivation in relation to levels of management, and how countries may compare to each other with motivation. While it may be evident that motivations will differ, it will be difficult to prove that motivators are affected by their institutional frameworks. Conducted interviews will aid in understanding and analysing how these individuals motivate themselves either intrinsically or extrinsically and come to discuss how several factors led to such results. The study gap in this area may help in understanding IT middle managers willingness to continue working on change projects as well as create conclusions that top management may find useful in motivating those left to carry out their goals.
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Alshahri, Mabark. "A comparison of Saudi and United States faculty use of information and communication technology tools." Thesis, Montana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708753.
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<p> The purpose of this descriptive and comparative study was to identify Information and Technology Communication (ICT) tools used by Saudi faculty and United States faculty, and to investigate relationships between their perceptions of ICT applications and ICT use. A questionnaire was sent to 292 Saudi faculty from six Saudi universities and 253 US faculty from five universities. The questionnaire gathered information about the use of and attitudes toward ICT applications. Results found that 65% of the United States faculty taught part or all of a course online as compared to only 26% of Saudi faculty. Saudi faculty used Social Media applications significantly more often than US faculty. Saudi faculty also reported using Google Documents, Photos and Website links significantly more often than US faculty while US faculty used podcasts and text documents significantly more often. Results from a path analysis of the relationships between ICT attitudes and actual ICT use based on Davis' (1993) TAM framework found that for Saudi faculty, system was the only variable significantly related to actual ICT Use. Ease of Use was significantly related to Perceived Value while Perceived Value was significantly related to Attitude Toward ICT Use. For US faculty, again, system was the only variable to have a significant relationship with Actual ICT use. Perceived Value was found to have a significant effect on Attitude Toward Use of ICT tools. The larger relationship between system use and actual ICT tool use for US faculty suggests that they had more access thus more experience using ICT tools than Saudi faculty. In addition, differences in attitudes toward ICT between Saudi and US faculty may be due Saudi faculty's primary use of social media and email applications as compared to US faculty's use a variety of more complex ICT applications including Audio. Overall results from this study suggest that Saudi faculty would benefit from training in the use of a variety of ICT application in addition to social media and email within the context of Learning Management Systems while US faculty would benefit from training in the use of social media applications as an instructional tool.</p>
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Tang, Ying. "Comparative Study of School and Science Teacher Technology Leaderships in High and Middle Schools in the United States and China." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/623.
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Researchers found that various schools took different technology leadership approaches and that school leadership practices were empirically associated with outcomes for teacher performance and student learning. To date, few studies systematically examined the salient aspects of school technology leadership (STL) and science teacher technology leadership (STTL), and the effects of country and grade-level on school and science teacher technology leaderships. A comprehensive technology leadership model was lacking for secondary school science education. Therefore, this research study focused on the status of school technology leadership, science teacher technology leadership, and their relationships and differences across country and grade. In this study, the specific school technology leadership practices and artifacts were investigated in eight schools in the U.S. and China and at both high and middle school levels. This study was completed using both quantitative and descriptive data from surveys, interviews, observations and artifact review. Meanwhile, in the study, school technology and science teachers’ technology leaderships were examined on the bases of their information and communication technology (ICT)-supported learning environment, ICT competence, ICT-enriched curriculum, and ICT-integrated instruction. Additionally, how school and science teacher technology leadership style differed across county and grade-level contexts was examined in this study. As a result, this study increased understanding of the nature and scope of school and science teacher technology leaderships and their differences across country and grade. This study provided school leaders, science teachers, and policy makers with important implications for the development of ICT-integrated education in the digital age.
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Kelley, Rhonda Denise. "Ability Grouping and Student Achievement in Four Rural Elementary Schools in the Southern United States." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5016.
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School personnel are concerned that reading gaps of grade 3 and grade 4 students have persisted in 4 rural elementary schools in the southern United States despite the use of ability grouping to improve student reading proficiency scores. Between the 2014-2016 school years, less than 50% of students in grades 3 and grade 4 scored at the proficient level in reading at the 4 target rural schools. The purpose of this qualitative case study was to examine the teachers' and administrators' perceptions regarding the influence of grouping on the reading performance of students in grades 3 and 4. Using Vygotsky's framework, the research investigated teachers' and administrators' perceptions of grouping and nongrouping in relation to students' reading progress, socioeconomic status, and achievement gaps between minority and non-minority students. Using purposeful sampling, interview data were collected from 4 administrators who met the criteria of working in a target site that used ability and nonability grouping. Teacher data came from focus groups, and surveys from 15 teacher participants who met the criteria of being certified in English Language Arts, and assigned to Grades 3 and/or 4 in ability or nonability grouping environments. Using emergent coding, themes supported the findings that assessment strategies are positively and negatively perceived, nonability grouping is preferred, reading achievement is perceived as higher in nonability grouping, and gaps in learning are influenced by socioeconomic status. Based on this research the use of nonability grouping may promote greater positive social change that will enhance student success in reading.
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Fikwamo, Rodgers K. "Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/550.
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Up until the 1950s, Catholic school principals were mainly priests, sisters, and brothers who were well grounded in theology, scripture, catechesis, and the Catholic social teachings they received during their formation. Conversely, lay principals who currently staff most Catholic high schools may not have this same Catholic formational training that helped to form the religious mission of schools in earlier years. Hence, this study was developed to investigate current Catholic school leadership models and the way principals' perceptions of leadership may impact the religious missions of Catholic schools. Additionally, the factor of generational diversity may contribute to differences in principal's perceptions of leadership. Thus, the purpose of this study is to investigate how current lay principals from two generational cohorts perceive their roles as leaders and how such perceptions impact the religious mission of their schools. To accomplish this investigation, the researcher employed three elements of the Catholic school leadership framework designated by the United States Catholic Conference (USCC), including educational, managerial, and spiritual leadership. These concepts constitute the framework through which this study examined the principals' perceptions of leadership in Catholic high schools. To collect the data and answer the research questions, this study utilized a qualitative methodology consisting of document analysis, observations, and interviews. To conduct the study, six principals from two generations were selected from Catholic high schools in a large diocese on the West Coast of the United States. Based on the research results, differences were discovered between the generational cohort known as the Baby Boomers and those known as the Xers, where Baby Boomers exhibited more future-focused perspectives and Xers demonstrated a strong focus on values. Baby Boomers also connected the religious mission of the school to the charisma of the founding order or congregation of their school, while Xers relied exclusively on the identity of the diocese. However, despite these generational differences, the study results show that the current principals have not only maintained and preserved the religious mission to a new level of forming peer Christian leadership among students and teachers.
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Taylor, Rita Neville. "Teachers' perceptions of the effects of their collaborative involvement in the school operating plan : a descriptive case study of three schools /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10042006-143847/.
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Catalano, Joseph T. "A National Study of Retention Efforts at Institutions of Higher Education with Baccalaureate Degree Nursing Programs." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331858/.
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This study is concerned with the problem of determining the status of.specific student retention efforts at the departmental and institutional levels in institutions of higher education offering baccalaureate degrees in nursing. The purposes of the study include (1) the determination of the percentages of those institutions which have specific programs to increase student retention in place and functioning at the various administrative levels, (2) the determination of those aspects of the many possible retention efforts that are being utilized, (3) identification of those retention efforts which may be most effective, and (4) comparison of retention rates between those institutions with organized retention programs and those without these programs. The population of the study is composed of all 430 of the National League for Nursing (NLN) accredited, Registered Nurse Baccalaureate Degree programs in the United States. The specially designed survey instrument produced a 62 percent response return. Response frequencies and percentages were calculated to show the relative success rates of various retention efforts. In addition, the data were subjected to several statistical procedures to determine if there were statistically significant differences between the various types and levels of retention efforts. The findings indicate that the presence of an organized and functioning program to increase student retention does produce a statistically significant increase in the mean retention rate for those institutions with such programs as compared with those institutions without organized retention programs. This significant increase was constant across the three types or levels of retention programs surveyed (departmental level only, university level only, both university and departmental levels). The majority of the respondents (55.5 percent) do have retention programs in place and functioning at some level in their institutions. Of the six major areas of retention efforts listed on the questionnaire, the area dealing the "Administrative Activities" to increase student retention was present most often among that group of respondents with the highest retention rates.
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McGhee, Lisa Dean. "Novice Teachers' Perception of Factors that Influence Teacher Retention in a Large Suburban/Urban School District in the Southeast Region of the United States." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/190.
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The purpose of this sequential explanatory mixed method study was to determine novice teachers’ perception of factor(s) that influenced their intent to remain in the teaching profession in a large suburban/urban school district located in the Southeast Region of the United States. The research examined the relationship between the independent variables—(a) perceived effectiveness of induction program, (b) quality of mentor-ship, (c) perceived effectiveness of professional development, (d) teacher Preparation, (e) job satisfaction, (f) administrative support, and (g) teacher self-efficacy—and the dependent variable: teacher retention.
The novice teacher surveys included 31 items based on a 7-point response Likert scale, followed by individual interviews with nine open-ended questions. The researcher analyzed a total of 48 surveys and seven interviews from 16 identified schools located in the school district. Both data sources collected from the mixed method study revealed that the novice teachers viewed administrative support, job satisfaction, and teacher self-efficacy as the variables with the most significant influence on their intent to remain in the teaching profession. These factors proved beneficial to the school district and schools as a tool to guide the efforts of increasing teacher retention and developing new teachers. Additionally, the novice teachers’ perception also highlighted the need for more structured support for the district and school’s induction program, mentoring program, professional development and teacher preparation for increasing teacher retention. The implications of this study were to identify what influenced novice teachers to remain in the teaching profession in the identified school district. As a result, the district could decrease teacher retention rate and thus curtail the cost of continually hiring and training new teachers.
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Opalinski, Gail B. "The effects of a middle school summer school program on the achievement of NCLB identified subgroups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.
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Carson, Dayanna Vontresea. "What are the Experiences of African American Female Principals in High-Poverty Urban Schools?" Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011826/.
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The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.
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Ssekannyo, Denis. "Ugandan immigrant students' perceptions of barriers to academic achievement in American high schools." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2406.
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In a world that is now a global village, enterprising individuals, especially from Third World countries, who make it to greener pastures do not leave their children behind. But with a long list of barriers to academic achievement associated with immigrant and minority students in American high schools, an understanding of the experiences and barriers to academic achievement of immigrant high school students from Uganda and other countries becomes inevitable if those students are to be helped by their school administrators, teachers, counselors, and parents to graduate from high school. This study utilized a qualitative approach from the perspective of Ogbu's cultural ecological theory about immigrant and minority students. The study took place in Southern California. Each of the ten Ugandan immigrant students (identified by pseudonyms) was interviewed for 30 to 45 minutes. The participants' responses to the 14 interview questions were voice-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: Ugandan immigrant students were not without obstacles in their American schools. Ugandan immigrant students struggled with adjusting to a new school system where they were asked to repeat grades. They endured negative peer evaluation, found communicating in English problematic, and were threatened by youth gangs. However, the perceived barriers to the academic achievement of Ugandan immigrant students did not prevent them from doing well in their schools in Southern California. The success of Ugandan immigrant students in spite of their perceived barriers to academic achievement in American schools was attributed to their life and school experiences in Uganda (prior to immigration) that prepared them to face barriers with resilience.
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Bancroft, Susan Anne. "Violence prevention: Teaching peace, tolerance, caring, and the value of all life to the eighth grade language arts student." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1290.
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Sweatman, Timothy Augustus. "The Athens of the West: Education in Nashville, 1780-1860." TopSCHOLAR®, 1996. https://digitalcommons.wku.edu/theses/3038.
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Nashville, Tennessee, is known as the Athens of the South because of its reputation as a center of learning. The city’s commitment to education goes back to the days of its founding as a village on the extreme Western frontier of the United States. In 1785, five years after Nashville was first settled, Davidson Academy, an advanced classical school, was established. At the same time, numerous private schools operated in the Nashville area, providing many of the region’s children with a basic education.
During the first quarter of the nineteenth century Nashville moved closer to becoming a major educational center. In 1806 Davidson Academy was rechartered as Cumberland College. Financial problems forced Cumberland College to suspend operation in 1816, but it reopened in 1825 and was rechartered as the University of Nashville the following year. In 1817 the Nashville Female Academy, which by 1860 was the largest and one of the most renowned schools for females in the nation, opened. Other private schools served Nashville as well; most were simple grammar schools that taught the basics, but some advanced schools operated as well. During the 1820s and 1830s, there were some efforts to establish state supported schools for the poor, but they failed because many poor parents refused to send their children to these “pauper’s schools,” as the state supported schools were commonly called.
By 1850 Nashville’s educational landscape was on the verge of change. Financial difficulties forced the University of Nashville to close in 1850, but in 1855 it resumed operation after merging with the Western Military Institute and flourished until the Civil War. During the 1850s, the Medical Department of the University of Nashville and Shelby Medical College opened. Both schools enjoyed great success, and by 1860 Nashville was second only to Philadelphia as a center of medical learning. Also, during the 1850s Nashville established a successful system of public schools for all the city’s children. However, the Civil War would interrupt the city’s progress in education.
Despite Nashville’s prominence in education, no comprehensive study of the city’s antebellum educational development exists. Based on several primary sources, most of which are available in the Tennessee State Library and Archives, and numerous secondary sources dealing with antebellum Nashville, this thesis represents an attempt to describe antebellum Nashville’s educational development.
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Martin, Elandriel Jean. "The X-33 and the X-38 experimental aircraft: environmental connections with aerospace science." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2030.
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The purpose of this project fosters in students a sense of place and connection with their home area. It also provides students a real-world basis upon which to study the concepts of weather and geography.
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Marchbanks, Marsha Lea 1952. "Academic teaming : a study of the decision-making processes on selected middle schools." 2004. http://hdl.handle.net/2152/12733.
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Rodden, Glenn. "The Eisenhower administration and the Middle East containment, Communism, and Arab nationalism /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/49726063.html.
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Thesis (Ph. D.)--Northern Illinois University, 1995.<br>Dept. of History. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [393]-409).
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Sinclair, Bruce Alan. "Ethnicity and academic success in United States public schools: Implications for teachers, teacher educators, and school administrators." 1999. https://scholarworks.umass.edu/dissertations/AAI9950212.
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The problem explored in this study is that African American, Hispanic American, and Native American students have a tendency to experience much lower levels of academic success in United States public schools than do European American and Asian American students. With such a problem defined, the purpose of the study becomes clear; to facilitate increased academic success of African American, Hispanic American, Native American, and other minority youth not experiencing academic success. The problem is shown to be pervasive by examining indicators of academic success and ethnic group membership on both the national level and on the level of the researcher's data from some of his teaching experiences in multicultural classrooms (N = 39) and from surveying experienced ESL teachers in a MAT program (N = 23). A survey was also given to middle and high school teacher interns being trained at a major U.S. university (N = 62). It was found that although these interns were well aware of how ethnic differentials in academic success were manifest in the U.S., they had little factual knowledge as to why these differentials exist and are a serious problem in need of speedy solutions. Hence, this study proposes that one way to facilitate minority academic success is to educate future teachers about the true reasons for ethnic differentials in academic success and about why these differentials are indeed a serious problems. Also generated from the teacher intern survey were data identifying some proposed teacher, school administrative, and teacher training program initiatives that were seen by the teacher interns as being potentially highly effective in facilitating the academic success of minority youth. The study concludes with suggestions for teacher, curriculum, school administrator, and teacher training program initiatives to facilitate increased academic success of African American, Hispanic American, and Native American youth, mainly by reducing the need to adopt alternation models of behavior in order to do well in school. It is proposed that such a goal can be accomplished through the inclusion of minority cultures and knowledge in the curricula, pedagogy, evaluation, and governing of schools.
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Padilla, George. "Campus Safety in 4-year Public Colleges and Universities in the United States." Thesis, 2018. https://doi.org/10.7916/D8B5827V.
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In 2013, the U.S. Department of Education published revised guidelines for emergency response planning for colleges and universities in the United States. These guidelines reflect the collective work of numerous government intelligence, law enforcement, and preparedness agencies that have taken into account the past successes and failures of schools in response to natural disasters and man-made disasters such as cyber hacking and targeted violent incidents on campuses. With a collective enrollment of over 20 million students annually and valuable physical resources such as libraries, stadiums, and medical centers at institutions of higher education (IHE), an effort to identify the current safety personnel, practices, and services was conducted.
The purpose of this research was to identify areas of IHE compliance with the government guidelines and to identify differences, if any, by school enrollment size and region of the country. A cross-sectional design was used to describe compliance with the government guidelines and examine the differences based on a random sample drawn from all accredited 4- year public colleges and universities (n=708) in the United States.
A sample of 17% of all eligible institutions was selected (n=120), and a 70.8% response rate was obtained (n=85). Directors of public safety were interviewed by telephone and reported information regarding their school’s availability of mental health counseling, crime prevention programs, emergency communications plans, emergency operations plans, and personnel training.
The major findings of this study revealed that only 64 (75%) schools offered disaster response presentations to new students and staff, while 9 (11%) reported that their written emergency operations plans were not available to their communities, and that only 53 (62.4%) offered presentations regarding cyber-security and safeguarding online information. This study also revealed that 40 (47%) of the respondents either did not have or did not know if their school had an emergency operations plan for dealing with database theft, and 55 (64.7%) either did not have or did not know if there was a plan in place to safeguard the private contact information used in their emergency communications systems. With an estimated 300,000+ college students annually studying abroad, only 44 (51.3%) respondents reported offering travel safety presentations to their communities. Few differences were identified based on enrollment or regional location. The implications are discussed within the context of increasing national trends of gun violence, armed civilians and officers on campuses, cyber hacking, and increased participation by students and researchers traveling abroad.
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Pánek, Robin. "Americko-saúdská protiteroristická spolupráce po 11. září." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-357874.
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This diploma thesis deals with the influence of changing nature of the terrorist threat on the foreign policy of the United States during the presidency of Barack Obama in the region of Middle East, together with the impact of changes in this foreign policy on the cooperation and relations between the United States and Saudi Arabia. The changing nature of the terrorist threat is analyzed primarily on the example of Islamic State of Iraq and the Levant and analyzed are also the circumstances of its rise, the events of the Arab Spring. The course of these events is shown in the cases of countries important for the current U.S. foreign policy in the region, therefore in the cases of Egypt, Syria, Saudi Arabia and Yemen and the U.S. foreign policy is analyzed in relation with its reaction on these events. Shown is the shift in this foreign policy, tied with the changes in the counterterrorism policy due to the changes in the nature of the terrorist threat. Resulting foreign policy is analyzed using the Foreign Policy Analysis and its models, which helps to explain the apparent rift in the Obama administration in relation to Middle East. The last chapter focuses primarily on the cooperation of the United States with Saudi Arabia and the Saudi relation with terrorism. Shown are Saudi counterterrorism...