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Smith, Martin Dunbar Kinnucan Henry W. "An analysis of the No Child Left Behind Act using gradual switching regressions." Auburn, Ala, 2009. http://hdl.handle.net/10415/1789.
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Lane, Michael A. Baker Paul J. "No Child Left Behind implementation challenges for the rural public school district superintendent /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134071&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705329&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul J. Baker (chair), James C. Palmer, Norman D. Durflinger, Frank D. Beck. Includes bibliographical references (leaves 187-191) and abstract. Also available in print.
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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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Richardson, Tavis. "The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/128.
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The purpose of this qualitative case study was to investigate the impact of a Title I Comprehensive Plan on factors that affect the learning and the success of a Title I school, such as administrative support, student discipline, parental engagement, professional development, class size, and attendance. Annual District Parent and Teacher Surveys, INow attendance reports, INOW discipline reports, ACT Aspire Testing data, and Ident-A-Kit school signature documents were analyzed and observations were made in order to acquire information concerning the success of the Title One Comprehensive Plan in a Title I school. This type of research involves emerging questions and procedures, data analysis inductively building from particulars to general themes, and the researcher interpreting the data (Creswell, 2008). The results of this study aims to influence and assist school leaders and teachers’ efforts to promote students’ academic success within Title I environments. The findings from this research will provide teachers, students and educational leaders with an opportunity for understanding how students in Title I identified school succeed.
One elementary school in the eastern region of the United States was used in the study. This school is pre-kindergarten through fifth school that has been a Title I for several years. The school serves over 750 students. The time frame for this research project was two months.
The findings of this study add supporting evidence to the influence of the independent variables. The results of this study show that the researcher identified four dominant themes that appeared during the study. Professional development, student attendance, class size, and high expectation on student achievement were the common themes that support the importance of the independent variables on factors that have an impact on the success of the Title I Comprehensive Plan on a Title I school.
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Brown, Brian Edward. "No child left behind? a socioeconomic comparison of urban, suburban and rural school systems in Ohio /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=942.
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Lamb, John Hamilton. "The experiences of a rural Mississippi mathematics teacher a case study /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-04062006-123912.
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Stout, Lance D. "Seeking Funds of Knowledge: perceptions of Latino families in a rural school district in the Midwest United States." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/5154.
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The Latino population represents the fastest growing ethnic population in the United States (U.S.
Census Bureau, 2007). Schools across the U.S. are experiencing growing numbers of Latino and
mixed ethnicities. School districts are being challenged to provide English language resources to
assist all children in obtaining quality learning experiences. In addition, the need for cultural
support and advocacy from their public schools is necessary. By learning how to better
understand Latinos, school districts can strengthen their relationships with this culture by
considering how these families interact with the schools. In an attempt to better comprehend the
worlds that Latino families negotiate daily, the Funds of Knowledge framework served as a lens
to understand every day practices and ways of knowing what occurs in Latino family homes.
Social Capital was the second theoretical lens used in order to view and understand the social
networks utilized by Latino families on a regular basis. This study indicated how schools have a
unique vantage point and obligation in understanding children and families that they serve. The
findings clearly showed the significant funds of knowledge and social capital needs found within
three Latino households in southwestern Kansas. First, Las Familias was the most impressive
factor; these families possessed an intense attitude of togetherness. Second, the Latino parents
understood English quite well but were too embarrassed to speak it. And last, the young people
from these families navigate two worlds every day. At home, the Mexican culture is present;
outside the home, American values and customs are everywhere.<br>Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
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Midock, Randall L. "Family correlates of career maturity attitudes in rural high school students with learning disabilities." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163929/.
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Wood, Patricia Loretta. "Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.
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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.
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Kohlhepp, Beverly Mary. "National legislation and educational provision for children with special needs : a comparative study of the impact of legislation on primary schools in selected rural areas of England and the United States through 1985." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384978.
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Santos, Chandavarkar Marilda Ines Coutinho dos. "Physics in the United States schools /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10797737.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1988.<br>Typescript; issued also on microfilm. Sponsor: Willard J. Jacobson. Dissertation Committee: Rodney L. Doran, Paul C. Rosenbloom. Bibliography: leaves 281-295.
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Stahl, Mary Louise. "Chinese Students in United States High Schools." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248232.
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<p> Chinese students have historically come to study in the United States at the college and post- secondary levels. In the last ten years, this phenomenon has spread exponentially to the high school level, but scant research exists on this topic. This paper investigates why Chinese students come to study in U.S. high schools, who these students are, what their academic and social experiences are, and what can be done to support them. A qualitative study was conducted, with one on one interviews with 14 high school students from three different high schools, one all male school, one all-female, and one co-ed. Cultural capital theory (Bourdieu and Passeron, 1977) underscores and helps illuminate the data. While the findings mirror those of research completed at the college level, something deeper emerged. Chinese students possess the cultural capital to make this journey, and the habitus that gives them the courage and perseverance to navigate it, but that capital and habitus doesn't always transfer to the field of the U.S. high school environment. While Chinese students perceive students and teachers as helpful and kind, there is much more U.S. high schools can do to support them. In the end, Chinese students use the traits they've learned from their families and their culture to meet their goals, escape the Chinese style of education and the <i> Gaokao</i> exam, acclimate to the culture, and go on to attend U.S. colleges. </p>
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Paulson, Joanna M. "Rural Planning and Zoning Adoption in the United States." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31998.
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Planning literature in the United States focuses heavily on urban centers. However, the 2000 Census considers one-fifth of Americaâ s population to be rural. To adequately plan for this portion of the American population requires an understanding of the strengths and barriers to planning in rural areas. Such an understanding is noticeably absent from current planning literature. Therefore, this thesis seeks to determine what factors influence the adoption of comprehensive plans and zoning ordinances in rural counties in the United States. Through an evaluation of variables pertaining to urban hierarchy, institutional factors and political processes, two independent variables stand out. For both comprehensive planning and zoning, legislation mandating adoption and higher median household incomes both encourage adoption and show statistical significance. The percentage of the countyâ s work force that works within the county (versus commuting) also positively correlates with zoning ordinance adoption and is statistically significant. In addition to clarifying the processing of planning and zoning adoption in rural areas, this study also provides a review of state planning and zoning statutes and reports primary research on the frequency of land use planning tools in rural America. This study highlights the need for a better understanding of rural planning in general and in particular the political structures and processes in rural areas.<br>Master of Urban and Regional Planning
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Johnson, Jodien M. Mencken Frederick Carson. "Federal employment concentration and regional process in nonmetropolitan America." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5238.
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Abdel-Karim, Ibrahim Amin. "Determinants of the Spatial Distribution of Peri-Urban to Rural Agriculture in the United States." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/786.
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Two issues are focal to the subject of the spatial distribution of crops in peri-urban zones. The first deals with developments in the fields of transportation, other technology, urbanization, and other factors which are not only prevalent in developed world economies, but which also are thought to force the cultivation of freshly consumed agricultural commodities away from the immediate vicinity of the market center. The second issue pertains to indirectly consumed crops, which are thought to shun proximity to the market center, where land rents per unit area are characteristically high, even when conditions for productions are ideal. Traditional models have shown a zonal pattern of crop distribution in peri-urban areas. The present study sets forth two hypotheses, one pertaining to the spatial distribution of freshly consumed crops, and the other pertaining to the spatial distribution of indirectly consumed crops. It was hypothesized in the present study that freshly consumed crops will continue to be cultivated in the near vicinity of the market center due to characteristics of the crops and the urban market. It was further hypothesized that indirectly consumed crops will continue to be cultivated in the near vicinity of the market center by virtue of greater intensity of production that may be obtained through the use of the environment of designated places. In the case of both crops, the cited factors, as well as others, offset the disadvantages of higher land rent per unit area common to areas close to the market center. These offsetting factors permit agriculture to compete successfully for land in the peri-urban zone. To test these hypotheses, variables were selected to measure the influence that urbanization, transportation, other technologies, the market, the environment, and land use regulations have on agricultural siting patterns in the peri-urban zones of the "Wheat Region" of the central United States. These variables were expressed as equations and were subjected to multiple linear regression (MLR) analysis. The present findings tended to support the research hypotheses. On the basis of these findings, the present research offers a revised model of agricultural cropping patterns, one that reflects the sectoral, rather than the zonal, pattern of crop distribution in peri-urban zones. In the revised model, the mixing of different crops at various locations around the market is feasible, and low-priced grains may compete successfully for high-rent locations in the near vicinity of the urban market. The findings also show that the production of perishable crops in the iIl'.mediate vicinity of the urban market is here to stay, largely due to access to varied means of transportation as well as characteristics of the crops themselves. Furthermore, the findings show that environmental conditions influence the locating of grain production, although economic considerations were seen to supersede them, particularly at high-rent sites.
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Long, Nathan A. "The origins, early developments and present-day impact of the Junior Reserve Officers' Training Corps on the American public schools /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1053619042.
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Cahill, Kevin J. "Fertilizing the weeds the New Deal's rural poverty program in West Virginia /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1073.
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Thesis (Ph. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains iv, 269 p. : ill. Includes abstract. Includes bibliographical references (p. 256-269).
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Bazylinski, Alison Rose. "Fabric Makes The Woman: Rural Women And The Politics Of Textile Knowledge." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1616444476.
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Rural women relied on their knowledge of fabric despite rapid changes in the women’s clothing, textile, and fashion industries. They created narratives of personal and group identity through their lived experience of dress, drawing on textile knowledge to make fabrics serve their distinct needs. Three broadly defined groups interested in the relationship between fabric and female identity played significant roles in shaping textile discourses in the early twentieth century: rural, predominantly white female middle-class consumers, mediators (in the form of home economists, government agencies, and consumer advocacy groups), and business executives in the fashion and textile industries who shaped and directed the production of fabric and clothing. These groups produced different, and at times competing, forms of textile knowledge which shaped discussions and understandings of dress as a lived experience. This dissertation examines three types of fabric – cotton, silk, and rayon – to interrogate the relationships between people and fabric as part of the interconnected processes of production and consumption, as well in connection to trends in changes in taste, aesthetics, and personal presentation. The chapters operate as case studies of a specific fabric, tracing change over time within each chapter. Each chapter considers distinctions between usage while simultaneously tracing how rural women used each textile to gain knowledge and have their perspectives taken seriously.
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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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Rainer, Joseph T. "Elisha Jackson's Tavern: A Rural Node of Power." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625715.
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Chive, Joanne. "ONLINE FUNDRAISING TRENDS AMONG SELECTED BUSINESS SCHOOLS IN THE UNITED STATES." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4120.
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Many business schools in the United States have experienced a decrease in funding. To compensate for the reduced revenue and remain competitive, a number of these institutions have discovered new and creative ways to raise money, such as using the Internet. This study examined the impact that the Internet has on business school philanthropy and identified online giving trends among randomly selected AACSB International accredited institutions in the United States. A 20-item questionnaire was used to measure the results. Of the 107 business schools that participated in this study, 36.4% (n=39) raised money online. Data also revealed that 66.7% of the business schools that raised money online reported that the average size of an individual online gift was $250 or less, and nearly 80% of the respondents claimed that online donations accounted for 10% or less of the total amount they received in annual donations. This study also explored other variables such as the type of institution (public or private) that accepted online donations as well as the type of fundraising office a business school had (decentralized, centralized, or combined). Donor characteristics and marketing strategies used by business schools to promote their online fundraising programs were also examined. The results revealed that many business schools did not accurately track the demographics and characteristics of their online donors. Findings from this study indicated that advancements in technology have increased the opportunities for obtaining financial support to business schools. The results can be used as a benchmark for future investigations.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership EdD
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Sabbah, Hilda Yacoub Abu Roumi. "Gender issues in islamic schools : a case study of two schools in the United States /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1111.pdf.
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Sabbah, Hilda Yacoub. "Gender Issues In Islamic Schools: A Case Study Of Two Schools In The United States." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/332.
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This study sought to explore and explain how boys, girls, teachers, and principals "do gender" in Islamic schools in the United States. The goal is to seek plausible explanations of how boys and girls interact formally and informally during the day, how they create differences, and how they interact with teachers and principals. This descriptive study utilized a case study design. The education of girls is very important for their individual growth and development, as well as for the welfare of both the Islamic and American societies and nations. Therefore, scholars and educators should work together to solve problems interfering with the education of girls. Research studies indicate that issues that impact girls' education include discrimination against girls in classrooms, interaction between boys and girls, effects of gender on education, and hidden curriculum. This study is very important for the Islamic communities to improve education of girls in the United States. The value of this study is to explore and explain how boys and girls "do gender" in Islamic schools in the United States and how this "doing" affects girls' academic achievement.
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Fletcher, Rickie D. "Rural-urban differences in subjective psychological well-being in the United States." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/454455.
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This study looked at people's self-reports of satisfaction with various aspects of life and personal happiness. The sample was divided into three categories regarding the size of the community of the respondent: rural, urban and large urban. Similarly to other studies of this nature, we found that rural people expressed higher levels of subjective psychological wellbeing than did people who live in urban and large urban communities. The concept of social desirability was incorporated into this paper. A rather large percentage of all three categories (rural, urban and large urban) of respondents, across a wide range of demographic characteristics (such as age, sex, race, etc.), indicated substantial amounts of satisfaction and happiness. This seems partially due to the fact that people have a tendency to give very positive answers to questions regarding subjective psychological well-being. In other words, it is socially desirable to indicate that one is satisfied and happy with various aspects of one's life; while it is socially undesirable to indicate that one is dissatisfied or unhappy.
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Nielsen, Sarah Kaye. "A Mixed-Methods Study Examining the Effectiveness of Psychosocial Occupational Therapy Preparation for Therapists Working with Children in Schools." Diss., North Dakota State University, 2011. https://hdl.handle.net/10365/29770.
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This mixed-methods research study was conducted for the purpose of examining school-based occupational therapists' child psychosocial knowledge and attitudes, along with how therapists developed this knowledge and attitudes. Using a phenomenological qualitative approach, the study addressed the following broad research question: What meaning do school-based occupational therapists give to their experience in developing child psychosocial knowledge? Using a quantitative approach, a survey instrument was used to answer the following questions: (a) What level of child psychosocial knowledge
and attitudes do school-based occupational therapists possess? (b) How do the following variables impact child psychosocial knowledge and attitudes: (1) level of education, (2) academic course content, (3) participation in mental health fieldwork, (4) application of psychosocial knowledge in non-mental health fieldwork, (5) professional practice experiences, and ( 6) continuing education experiences. Snowball sampling was used to select 11 school-based occupational therapists for the phenomenological portion of the design. Data were analyzed using Giorgi and Giorgi's (2008) method of phenomenological analysis. Random sampling was used to select 1,000 school-based therapists who were mailed the Occupational Therapy Child Mental Health Questionnaire based upon The Teacher Mental Health Opinion Inventory (Morris, 2002). The response was N = 630. Data were analyzed using descriptive statistics and analysis of association. Using the mixed-methods triangulation convergence model, where both quantitative and qualitative data were collected at the same time and the results converged during interpretation by comparing and contrasting them, the following conclusions were made: (a) school-based occupational therapists possess and use child psychosocial knowledge: however. they do not believe it is sufficient; (b) school-based occupational therapists have a difficult time articulating psychosocial knowledge; however. through case descriptions they are able to give many examples of psychosocial knowledge they use in practice; (c) school-based occupational therapists believe that holistic, occupation-based, and client-centered practice, along with additional psychosocial intervention strategics, help them
maintain a positive attitude toward children with emotional disturbance; (d) school-based occupational therapists experience tension when attempting to apply their holistic, occupation-based, and client-centered practice in an environment that is typically focused on students changing to meet the environmental demands; (e) due to the constraints of the educational system and the IEP, school-based occupational therapists practice holistically by incorporating psychosocial knowledge in a hidden fashion; (f) school-based occupational therapists believe that mental health fieldwork and rich experiences with
individuals who have mental illness is important to developing a comfort level with people who have mental illness; (g) school-based occupational therapists do not readily connect the learning from adult mental health fieldwork that they apply in their school-based practices.
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Scott, James R. "Review, analysis, and recommendations of the 1990-99 Annual Phi Delta Kappa/Gallup Poll of the public's attitudes towards public schools top responses to the question "What do you think are the biggest problems facing public schools in your community?"." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1217415.
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Since their inception, public schools had been faced with inert problems. The purpose of this study was to discover what the American public believed were the biggest problems facing public schools from 1990-1999 and what education experts believed could be done to eliminate or lessen the problems. Data to discover what the public believed were the biggest problems facing public schools were derived from the Annual Phi Delta Kappa/Gallup Polls of the Public's Attitudes Toward Public Schools (Poll) for that 10-year period. Possible solutions to those problems were examined and discussed based on the latest literature on identified topics.Based on the Poll data the public identified 46 problems facing public schools for this 10-year period. A group of 35 individuals sorted the 46 public school problems into categories they believed were similar with each other and these groupings were factor analyzed to determine coherent problem categories.The results of the factor analysis provided a list 16 problem areas for the 10-year (1990-1999) period as being the most prevalent. Potential solutions to these 16 problems were offered from four different areas: the schools, government, community and individual homes of the students. Some solutions to a particular problem were also mentioned as potential solutions to many of the other problems facing public schools.Suggestions for further study include replicating this study at the local level, analyzing each problem more thoroughly, and conducting further study of the factor analysis.<br>Department of Educational Leadership
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Holley, William T. "Assessing the impact of prison siting on rural economic development." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3351.
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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 161. Thesis director: Stephen S. Fuller. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Policy. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 156-160). Also issued in print.
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Smart, Ann Morgan. "The Urban/Rural Dichotomy of Status Consumption: Tidewater Virginia, 1815." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539625332.
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Johnson, Barbara Ann. "Access to Health Care and Rates of Mortality and Utilization for the Elderly in Rural America." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157522/.
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The aging experience of men and women in rural America is different than that of their urban counterparts. In this study, I identified key disparities in access to health care, mortality, and utilization of health care that result from geographic location. Foundational theories are discussed to illustrate that disparities can originate from historical societal behaviors. Secondary data and literary reviews create a combined qualitative and quantitative approach to explore the rural/urban divide, concluding that the potential for increased disparities as the aging population grows is very real and rural residents remain vulnerable to a poor(er) aging experience. Recommendations for policy and practice, as well as additional research, are made to address the conclusion.
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Hailu, Yohannes G. "A spatial simultaneous growth equilibrium modeling of agricultural land development in the northeast United States." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4647.
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Thesis (Ph. D.)--West Virginia University, 2006.<br>Title from document title page. Document formatted into pages; contains viii, 152 p. : ill. (some col.), map. Includes abstract. Includes bibliographical references (p. 140-147).
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Winkel, Rachel Elizabeth. "Schools of Identity: Rhetorical Experience in the United States Holocaust Memorial Museum." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7308.
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In the following pages I assert that important rhetorical work is being carried out by aesthetic means in museums and memorials in order to facilitate experiences of identification. I describe in rhetorical terms how that work is done, especially within my primary artifact of study, the United States Holocaust Memorial Museum. Specifically, this paper explores concepts developed in studies of epideictic rhetoric, the rhetoric of place, and museology. The theoretical framework of this paper is founded on the ideas of John Dewey and Kenneth Burke. Dewey<'>s theories discuss how we learn from experience and the role of the aesthetic in creating such an experience. Burke asserts that people are primed for rhetorical identification by specific settings or <&hyphen>œscenes,<&hyphen> which he expounds upon in his theory of the dramatic pentad. I believe that the setting of an aesthetically vivid scene creates an emotional ecology in which museum and memorial patrons can have meaningful experiences. Furthermore, these experiences educate the patrons<'> emotions by allowing them to identify with (and develop empathy for) narratives and groups that they had not previously. In short, aesthetic elements set the stage for a meaningful rhetorical experience to take place, which ideally allows patrons to congregate and identify with the values and ideas they are presented with in the exhibit.
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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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Clifton, Scott B. Ferares Frederick G. "Designing a relational database for The Basic School : Schools command web enabled officer and enlisted database (SWORD) /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FFerares%5FClifton.pdf.
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Mahoney, Elizabeth D. "Return Migration: A Study of College Graduates Returning to Rural U.S. Homes." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/MahoneyED2009.pdf.
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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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Sun, Qi. "Traditional medicine in rural China and the southern United States: an exploratory study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/1722.
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This study compared the differences and similarities of the traditional remedies, the biochemical values of traditional remedies for hypertension, and the characteristics of the theories of traditional medicine between rural China and the rural southern United States. The data for rural China were collected from three popular medical books published by Chinese government and a periodical of Henan Province, China. The data for the rural southern United States were previously collected through Life History Interviews on 234 older blacks living in six southern states of the United States during 1978-1980. The original study of older blacks in the southern United States was carried out by The National Center on Black Aged under a grant from the Administration on Aging for a study of ways of meeting the needs of older blacks. The comparison of traditional remedies for hypertension was focused on the differences and similarities of the action principles. Some traditional remedies used in rural China have action principles similar to those of traditional remedies used in the rural southern United States. Through analyzing the data previously collected by The Navel Treatment Research Group of The Traditional Chinese Medicine Institute in Henan 1979, the significant biochemical values of traditional remedies for hypertension were found. The comparison of the theories of traditional medicine between rural China and the rural southern United States was based on reviews of previous studies.
This study provides an initial exploration of comparisons of traditional medicine between rural China and the rural southern United States. However, due to the fact that in the southern United states, data on the therapeutic effects of traditional remedies for hypertension were not explicit, the findings reported in this study are tentative. Secondly, because the comparison of the theories of traditional medicine between rural China and the rural southern United States was based on the literature reviews, the findings lack a foundation in primary data. Further research should include studies of data on the therapeutic effects multiple traditional remedies. Finally, theories of traditional medicine of China and the southern United States should be compared in detail, including their different histories, cultures, and ecological-botanical contexts.
In this thesis, eating medicine means taking medicine.
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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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Black, Watt Lesley. "The Federal Constitution and Race-Based Admissions Policies in Public Charter Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3159/.
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The primary questions addressed in this dissertation are whether race-based admissions policies in charter schools are constitutionally permissible, and if not, how could an admissions policy be designed so that it would promote school diversity without violating the law? These questions are important because there are significant numbers of philosophers and scholars who hypothesize that student body diversity not only enhances educational outcomes but also is a necessary component of civic education in a liberal democracy. The researcher takes no particular stance on the benefits of educational diversity, focusing instead on the constitutional questions raised by the use of race-sensitive policies in the interest of diversity. The primary methodology used throughout is legal research, though the literature review includes references to political philosophers and social scientists as well as primary legal sources. Chapter I outlines the most frequent arguments made in favor of school diversity and suggests that the judicial philosophy expressed by the Supreme Court over the last twenty-five years has moved away from the philosophy expressed in Brown v. Board. In Chapter II, Supreme Court precedent on affirmative action policies is analyzed, focusing mainly on the decision of the divided Court in University of California Board of Regents v. Bakke. Chapter III provides a detailed analysis of how six different Federal Circuit Courts interpreted Bakke, highlighting numerous recurring judicial themes and concerns. In Chapter IV, existing charter school laws are examined state by state. Chapter V suggests several policy options for those interested in promoting a diverse charter school student body.
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Roeth, James E. "Implementing the four-day school week into the elementary and secondary public schools." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458065.
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The purpose of the study was to provide school administrators information about implementation of the four-day school week. Advantages and disadvantages were discussed in addition to reviewing specific areas of cost effectiveness, student achievement, and staff development.Questionnaires were mailed in April, 1984 to sixty-two public school officials throughout the United States representing eight states that operated the four-day school week. Fifty questionnaires were returned yielding an 80.6 percent return.A review of the literature revealed that the four-day school week was a relatively new concept in school scheduling, having been in existence since the early 1970s. The primary reasons for implementing the four-day school during the 1970s were due to overcrowdedness, conserving energy, and reducing overall operating costs.Some of the findings and conclusions based on the analysis of data obtained from the fifty questionnaires follow:Findings1. Colorado is the leading state in the United States which has school districts operating on the four-day school week being followed by New Mexico and Minnesota. Other states reporting experience with the four-day schedule include Maine, Massachusetts, New Hampshire, Oregon, and Utah.2. One-hundred percent of the responding schools implementing the four-day schedule were from rural communities with seventy-six percent of the districts having enrollments of less than 1000 students. The majority of school districts consisted of 200 square miles or more in size.3. The non-school day most frequently chosen was evenly divided between Monday and Friday. Schools more concerned about conserving energy chose Monday whereas schools concerned about co-curricular conflicts during the school day chose Fridays. The four school days were commonly extended sixty or ninety minutes to equal the same amount of instructional time as the five-day schedule.4. Although teacher salaries remained the same, cost savings from five to twenty percent in transportation, food service, custodial supplies, and heating costs were realized by implementing the four-day school week.5. Ninety-seven percent of the superintendents indicated that the four-day school week had improved or not affected student achievement during the first year of implementation.Conclusions1. The four-day school week is perceived as being successful in reducing operating costs, maintaining student achievement, reducing student and staff absenteeism, and improving morale of students and faculty.2. The disadvantages of the four-day school week may be the supervision of students in the community on the non-school day and the longer school day for small children.
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Bai, Dan Molnar Joseph J. "Irrigation, income distribution, and industrialized agriculture in the Southeast United States." Auburn, Ala, 2008. http://hdl.handle.net/10415/1407.
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Richardson, Temeca L. "An in-depth analysis of why teachers choose to work at small innovative high schools." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/612.
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For the past 25 years, many high schools have taken several different approaches to educating students. These changes have been based on the conditions that we find many of our high schools in across the nation, particularly in our high poverty, urban areas. Crime is on the rise, drop out rates are at an all-time high, students are leaving high school with test scores that quite simply embarrass our nation as a whole, and many, if not most of our students in overcrowded high schools, (some topping 5,000 students) are making it through their four years without much true contact with a meaningful adult. Many families, educators, researchers, non-profit organizations, school districts, states, and even some governmental agencies have teamed up to try to find solutions to our students not being adequately prepared for college or the work force. Several high schools across the nation have taken one of many innovative approaches to educating students. These include, but are not limited to, charter schools, Schools-within-a-school models, the Big Picture Schools model, the Coalition of Essential Schools model, the America's Choice model, alternative schools, focus or theme-based schools, and small learning communities. Statistics have shown that these types of schools are making positive strides in educating high school students as well as preparing them for the work force and making them productive members of society. This study takes an in-depth look at several small high school models of choice. In addition, the researcher looks at teachers and at some of the reasons why they chose to work at a small innovative high school. The themes that emerged from the data were used to develop a profile of those teachers. Moreover, a list of recommendations is given for administrators who may be interested in recruiting teachers for a small school of choice.
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Schmielau, Robert E. "Equality and liberty in state policy for the funding of school capital expenditures." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167799.
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The primary purpose of this study was to determine provisions for equality and liberty for the funding of school capital expenditures in each of the 50 states. More specifically, the following issues were analyzed: (a) the extent to which state policies provide equality in funding school facility construction, (b) the extent to which state policies provide local boards liberty in decisions on funding school facility construction, and (c) categorization of the 50 states with respect to provision of liberty and equality for capital outlay funding. A descriptive database of the capital outlay funding systems for each of the 50 states was developed.A descriptive survey research procedure was used. Data were collected from August through November 1999 using a survey instrument developed by the author. Usable data were received from all states.States were categorized as high, moderate, or low with regard to their potential to achieve funding equality and liberty for local districts. Only one state, Hawaii, ranked low in liberty; however, 18 states ranked low in equality. Six states ranked high in both liberty and equality.The following conclusion were formulated: (a) states that continue to rank low in equality are likely to face future litigation; (b) the courts have tolerated some degree of inequality to preserve liberty; (c) politics and not economics often determined how state legislatures responded to equality concerns; (d) differences among the states are far greater with respect to equality than they are with respect to liberty; (e) many states will continue to experience considerable conflict over funding school construction because of the inevitable tensions between liberty and equality.Further study was recommended in both the 18 low equality states and the six states that ranked high in both equality and liberty. The purpose should be to identify legal, political, and economic variables that affected school construction finance policies in those states.<br>Department of Educational Leadership
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Beaulieu, Lisa. "Physical Activity Opportunity in U.S. Public Elementary Schools." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/BeaulieuL2009.pdf.
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Roy, John J. "Catholic identity of primary and secondary schools in the United States in light of canon 803." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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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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Cohen, Marcie Ann. "The Journals of Joshua Whitman, 1809-1811: A n Analysis of Pre-Industrial Community in Rural Maine." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539625317.
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Grunig, Stephen Douglas. "A model of donor behavior for law school alumni." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186529.
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Past higher education fund-raising studies examining alumni giving across several institutions have had two main limitations. First, the multitude of independent variables used in these studies has made it difficult to determine whether past studies have discovered many different factors that influence levels of alumni gift revenue, or whether they have discovered a few common factors that have been represented by different sets of variables in each study. Second, past studies have failed to adequately describe causal mechanisms through which variables significantly related to gift revenue influence levels of gift revenue. The current study addresses the aforementioned limitations in creating an aggregate model of donor behavior for law school alumni. The study examines alumni giving at 41 ABA-approved law schools. The results indicate that four basic factors account for most (87 percent) of the variance in amounts of alumni annual fund revenue among different law schools. The four factors, listed in order of importance and shown with the variables that load highly on each factor, are the following: Factor l--"Institutional Quality" (variables are average LSAT scores of accepted law students; reputation of law school among professors at other law schools; reputation of law school's graduates among judges and practicing lawyers; average starting salaries of new graduates of the law school; total number of volumes in law library; number of volumes in law library divided by FTE enrollment;). Factor 2--"Institutional Size" (variables are: FTE law school enrollment; number of living law school alumni; number of FTE law faculty; total number of law school advancement staff people). Factor 3--"Relative Advancement Effort" (variables are: number of law school advancement staff people divided by number of living law school alumni; number of law school reunion classes solicited for special gifts each year). Factor 4--"Institutional Age" (variables are: age of law school; age of law school's parent institution). Differences between the factor structures for public and private law schools are examined. The study suggests possible causal mechanisms through which these four factors influence the amount of alumni gift revenue raised by each law school.
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Decker, James D. "How revolutionary was the American Revolutionary War? : an examination and analysis of two schools of thought and the causes and political impetus behind the American Revolution /." View online, 1987. http://repository.eiu.edu/theses/docs/32211998808850.pdf.
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Dotzel, Kathryn Rose. "Three Essays on Human Capital and Innovation in the United States." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499284768818425.
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Bruckmeyer, Barbra Finegold. "An Analysis of Teacher Tenure Legislation in the United States." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5141.
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This study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study. Teacher tenure in public K-12 schools was originally derived from the Pendleton Civil Service Act of 1883, which provided job protections to federal civil service employees. The National Education Association (NEA) lobbied for teachers to be included in this law, and in 1909, New Jersey became the first state to offer tenure protections to public school teachers. Over the next century, every state in the union adopted similar laws and provided job protections to public school teachers. These laws have included the number of probationary years a teacher must work in order to earn tenure, the reasons a tenured teacher can be terminated, and the due process required in the event that a tenured teacher should require termination. In recent years, however, states have begun to alter or remove the tenure laws. Florida, Idaho, and Mississippi have already removed tenure protections for new teachers. Several states have bills moving through the state house and senate asking legislators to continue the elimination of tenure across the country. This study makes conclusions about the current state of tenure laws in the United States and the federal laws that are causing rapid changes in tenure legislation across the country. This study also makes conclusions from relevant research and case law about the legitimacy of further changes to teacher tenure legislation. This study makes recommendations to school officials and legislators about teacher tenure and its value within the school system, as well as how they might eliminate the flaws in the process that are driving the legislative changes.<br>ID: 031001515; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed August 16, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 177-178).<br>Ed.D.<br>Doctorate<br>Teaching, Learning and Leadership<br>Education and Human Performance<br>Educational Leadership; Previous Leadership Certification