+publisher:"St. Cloud State University" +contributor:("Kay Worner")

1. Favor, Michael. Mentorship of Select African American School Administrators.

Degree: Higher Education Administration: EdD, Educational Administration and Higher Education, 2016, St. Cloud State University

URL: https://repository.stcloudstate.edu/hied_etds/10

► While the percentage of African American students in the state of Minnesota increased by more than 23% over the span of seven years from… (more)

Subjects/Keywords: Mentoring as a way to increase numbers of African American Administrators; Educational Administration and Supervision; Higher Education

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APA (6^th Edition):

Favor, M. (2016). Mentorship of Select African American School Administrators. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/10

Chicago Manual of Style (16^th Edition):

Favor, Michael. “Mentorship of Select African American School Administrators.” 2016. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/hied_etds/10.

MLA Handbook (7^th Edition):

Favor, Michael. “Mentorship of Select African American School Administrators.” 2016. Web. 20 Jan 2021.

Vancouver:

Favor M. Mentorship of Select African American School Administrators. [Internet] [Doctoral dissertation]. St. Cloud State University; 2016. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/hied_etds/10.

Council of Science Editors:

Favor M. Mentorship of Select African American School Administrators. [Doctoral Dissertation]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/hied_etds/10

2. Bass, Bryan. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/33

► Abstract The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of… (more)

▼ Abstract The authorization of federal legislation including the 2001 No Child Left Behind (NCLB) Act (Public Law 107-110) and the United States Department of Education, 2009 Race to The Top (RTTT) (Pubic Law 111-5) federal grant stimulus spurred an increase in state accountability systems that focused on reform and innovation. Specifically, these federal statutes focused on a “renewed emphasis on state-level teacher evaluation policy” (Maslow & Kelley, 2012, p. 601). This enhanced focus on accountability for student achievement among teachers and principals has contributed to school districts attempting to design effective teacher evaluation systems that promote and encourage a culture of continuous improvement and growth for all teachers. Further, there is a strong need to identify for principals the most essential elements of teacher evaluation that impact teacher effectiveness. In the Minnesota State Teacher Development, Evaluation and Peer Support Model Evaluation Report (2015), teachers are “decidedly split” on the usefulness of teaching standards to accurately assess and inform professional growth conversations. The teachers who reported negatively identified that the tool was limiting and encouraged “canned ways of reflecting” on their instructional practices. However, evaluators found that the teaching standards are useful and that they need more time and/or training to support professional growth conversations with teachers. Callahan and Sadeghi (2015) identify that a teacher evaluation system should provide “timely and useful feedback” through an “accurate and consistent process” that “measures a teacher’s strength and weaknesses”. Consequently, the purpose of this study is to understand the extent to which teachers perceive standards-based teacher evaluation to be useful and accurate in measuring teacher effectiveness. Additionally, the study seeks to identify how teacher conferencing and written feedback within standards-based teacher evaluation influences teacher’s professional growth (development). The frequency results provided several important findings. Thirty-four or 100.0% of respondents strongly agreed or agreed that conferencing (face-to-face) was an important component of teacher evaluation. Thirty-three or 97.1% of respondents strongly agreed or agreed that written feedback was an important component of teacher evaluation. Nineteen or 57.6% of respondents strongly disagreed or disagreed with the statement that the process of teacher evaluation leads to improved student achievement at their school. Thirty or 90.9% of respondents strongly agreed or agreed that when completed, conferencing (face-to-face) was helpful in improving teaching and learning. Advisors/Committee Members: Roger Worner, Kay Worner, Janine Dahms-Walker.

Subjects/Keywords: standards-based teacher evaluation; teacher perceptions; Educational Leadership

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APA (6^th Edition):

Bass, B. (2017). The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/33

Chicago Manual of Style (16^th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/33.

MLA Handbook (7^th Edition):

Bass, Bryan. “The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District.” 2017. Web. 20 Jan 2021.

Vancouver:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/33.

Council of Science Editors:

Bass B. The Value of Standards Based Teacher Evaluation: Perceptions of Tenured Elementary Teachers in a Metropolitan School District. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/33

3. Smasal, Randal. A Case Study of the Implementation of Activate, an Executive Function Intervention Program.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/34

► The purpose of this case study was to explore how three elementary schools located in the eastern region of the United States of America… (more)

▼ The purpose of this case study was to explore how three elementary schools located in the eastern region of the United States of America implemented the ACTIVATE executive function intervention program. The researcher investigated the practices used in these schools, the perceived benefits for children, the barriers to implementation and recommendations for schools initiating an implementation of this program. The case study format provided for the collection of responses, perspectives and insights through semi-structured interviews from seven individual educators most responsible for implementation of the program. Transcripts were coded for themes and frequency counts of the data were gathered. Analysis of the data for research question one indicated that physical activities used in the case study schools using the ACTIVATE program matched those articulated in the research as having beneficial effects on executive function. The selection of physical activities was driven by student feedback, space, and resources. The district wellness policy was not found to be a driver for the ACTIVATE implementation and training of teachers to implement the program was deemed insufficient. The conclusion from the second research question was that perceived benefits to children participating in the ACTIVATE program included improved executive function, reading and mathematics achievement scores. The analysis from the third research question identified scheduling, space and training as barriers to implementation of the ACTIVATE program. The findings and conclusions from the fourth research question identified recommendations for implementation to include establishment of the rationale with all stakeholders, more robust training for classroom teachers and integration of ACTIVATE programming into the school schedule. Limitations of the study, recommendations for professional practice and future studies were presented. Advisors/Committee Members: Kay Worner, Roger Worner, David Lund.

Subjects/Keywords: Executive Function; Exercise; ACTIVATE; Elementary; Case Study; Educational Leadership

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APA (6^th Edition):

Smasal, R. (2017). A Case Study of the Implementation of Activate, an Executive Function Intervention Program. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/34

Chicago Manual of Style (16^th Edition):

Smasal, Randal. “A Case Study of the Implementation of Activate, an Executive Function Intervention Program.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/34.

MLA Handbook (7^th Edition):

Smasal, Randal. “A Case Study of the Implementation of Activate, an Executive Function Intervention Program.” 2017. Web. 20 Jan 2021.

Vancouver:

Smasal R. A Case Study of the Implementation of Activate, an Executive Function Intervention Program. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/34.

Council of Science Editors:

Smasal R. A Case Study of the Implementation of Activate, an Executive Function Intervention Program. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/34

4. Ren, Xinming. Parents’ Perceptions of Chinese Immersion Programs in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/36

► The purpose of the study was to gain information from parents who had enrolled their child/children in selected Chinese language immersion programs during 2016-2017… (more)

Subjects/Keywords: Language immersion education; Chinese immersion programs; Parent's perceptions; Educational Leadership

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APA (6^th Edition):

Ren, X. (2017). Parents’ Perceptions of Chinese Immersion Programs in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/36

Chicago Manual of Style (16^th Edition):

Ren, Xinming. “Parents’ Perceptions of Chinese Immersion Programs in Minnesota.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/36.

MLA Handbook (7^th Edition):

Ren, Xinming. “Parents’ Perceptions of Chinese Immersion Programs in Minnesota.” 2017. Web. 20 Jan 2021.

Vancouver:

Ren X. Parents’ Perceptions of Chinese Immersion Programs in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/36.

Council of Science Editors:

Ren X. Parents’ Perceptions of Chinese Immersion Programs in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/36

5. Haws, Kelly. Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/37

► Statement of the Problem According to Washburn, Joshi and Cantrell (2011) reading disabilities, such as dyslexia, affect 15-20% of the general population. Educational leadership… (more)

▼ Statement of the Problem According to Washburn, Joshi and Cantrell (2011) reading disabilities, such as dyslexia, affect 15-20% of the general population. Educational leadership requires school administrators to educate all students, regardless of their learning styles. With dyslexia affecting an estimated 15-20% of the school population (Washburn et al., 2011), it would be reasonable to assume that students with dyslexia are being underdiagnosed, and therefore underserved. Consequentially, potential revenue may be lost by public schools whose parents are choosing to enroll their child in the private sector because of past or perceived dissatisfaction in the public school’s ability to meet the need of their dyslexic child/ren. Parents are the ultimate consumers of public education. As the care providers and decision makers for their child’s education, it would be of interest for educational leaders to understand the satisfaction levels of parents with dyslexic children. [However] there is limited research on the perspectives of parents when evaluating perceived satisfaction with different school environments for their dyslexic students. Study Purpose The purpose of the study was to examine perceived levels of satisfaction of public, private and home school learning environments by central Minnesota parents of dyslexic children. The study examined differences in parents’ perceived satisfaction with their dyslexic child’s school, based on age of child at diagnosis, interventions used, student and teacher attitudes towards dyslexia, co-existing conditions with dyslexia, and implications for educational leaders and policy makers. Further, the study examined the differences in parent perspectives from three different learning environments: home school, private school and public school. Study Overview The researcher and two other Dyslexia Testing Specialists evaluated 90 private school, 15 home school and 74 public school students for dyslexia in central Minnesota from September 2007 through December, 2013. Study surveys were distributed to the parents of those students–a total of 179 surveys, one survey per household. Key Findings Data analysis found school satisfaction levels reported by parents were similar in home school and private school groups. Those results showed higher satisfaction levels than reported by parents of the public school group. Only 15 of 135 respondents believed that the public school setting was the best environment for dyslexic learners. Even with these findings, only 16 of 135 respondents changed schools based on their child’s dyslexia diagnosis. The results of the study provide recommendations for future practice and research that would be beneficial to the field of educational leadership. Advisors/Committee Members: Kay Worner, John Eller, Roger Worner.

Subjects/Keywords: Dyslexia; School Satisfaction; Parent Perspective; Central Minnesota; Dyslexic Children; Educational Leadership

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APA (6^th Edition):

Haws, K. (2017). Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/37

Chicago Manual of Style (16^th Edition):

Haws, Kelly. “Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/37.

MLA Handbook (7^th Edition):

Haws, Kelly. “Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children.” 2017. Web. 20 Jan 2021.

Vancouver:

Haws K. Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/37.

Council of Science Editors:

Haws K. Satisfaction Levels of Central Minnesota Parents Regarding the School Instruction of their Dyslexic Children. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/37

6. Herman, Frank. The Presence of Correlates of Effective Schools in Select Minnesota Charter Schools with Longevity.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/38

► Abstract Minnesota enacted the nation’s first charter public school law in 1991. Since that time, the charter school movement has grown in Minnesota and… (more)

▼ Abstract Minnesota enacted the nation’s first charter public school law in 1991. Since that time, the charter school movement has grown in Minnesota and across the United States. In Minnesota alone there are 165 charter schools operating according to the Minnesota Association of Charter Schools in the school year 2016-2017. The National Alliance for Public Charter Schools (NAPCS) reported that there were more than 6,700 public charter schools enrolling about 2.9 million student nationally in the 2015-16 school year. Since state statute defines charter schools as public schools funded by the state of Minnesota, and represent taxpayer investment, there is interest among advocates and governmental officials that these schools continue to operate. That is, not fail. Toward that end, it is valuable to increase the body of knowledge about organizational characteristics displayed by a sampling of Minnesota charter schools, which have been in operation for ten or more years. Between 1992 and 2015, 268 Minnesota charter schools were created while 83 such schools closed. Of particular interest to the researcher were the underlying reasons for such closures. According to a 2014 Minnesota legislative auditor's report, the majority of closed charter schools had experienced financial concerns including low student enrollment that resulted in insufficient revenue to support the schools. With continued investment of public funding in the creation of new charter schools in response to increased parental demand, it would seem prudent for charter school planners to examine characteristics that are consistent with those found in charter schools that have demonstrated operational longevity. Such data may provide start-up charter school planners with insights that are beneficial in averting future school failures. The purpose of the study is to examine a select sample of veteran Minnesota charter schools, educational organizations that have been in existence for ten or more years, to ascertain the presence and importance of effective schools’ characteristics in their organizational operations. Through surveying charter school administrators, school board members, and teachers, the researcher intended to identify the presence and extent to which the respondents believe their organization displays all or some of the Correlates of Effective Schools (Lezotte, 1991). Advisors/Committee Members: Roger Worner, Janine Dahms-Walker, Kay Worner.

Subjects/Keywords: Charter Schools; Educational Leadership

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APA (6^th Edition):

Herman, F. (2017). The Presence of Correlates of Effective Schools in Select Minnesota Charter Schools with Longevity. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/38

Chicago Manual of Style (16^th Edition):

Herman, Frank. “The Presence of Correlates of Effective Schools in Select Minnesota Charter Schools with Longevity.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/38.

MLA Handbook (7^th Edition):

Herman, Frank. “The Presence of Correlates of Effective Schools in Select Minnesota Charter Schools with Longevity.” 2017. Web. 20 Jan 2021.

Vancouver:

Herman F. The Presence of Correlates of Effective Schools in Select Minnesota Charter Schools with Longevity. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/38.

Council of Science Editors:

Herman F. The Presence of Correlates of Effective Schools in Select Minnesota Charter Schools with Longevity. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/38

7. Wedin, David M. Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/35

► The problem of the study was to develop and test for validity and reliability, a 20-item, 360-degree formative feedback instrument for assessing the performance… (more)

▼ The problem of the study was to develop and test for validity and reliability, a 20-item, 360-degree formative feedback instrument for assessing the performance of high school activities directors. Data were collected from coaches, extra-curricular advisors, licensed staff members, non-licensed staff members, and administrators regarding activities directors’ performances. Contributing high schools in the state of Minnesota participated in the study during the spring of 2017. A standard statistical item analysis was completed to calculate basic descriptive statistics and a Cronbach’s (1951) alpha to determine reliability. In addition, a pilot test and content analysis of the items was conducted to determine and ensure validity. The study resulted in a valid and reliable instrument, which may be used by activities directors, their supervisors, and constituents for a formative performance appraisal process. The instrument was designed to provide job-specific feedback from a variety of constituents to activities directors regarding performance. The findings resulted in a reliability correlation coefficient ranging from .88 to .93. The instrument was found to have alpha correlation coefficients above the .70 threshold, which is strong reliability. The formative feedback instrument was pilot tested with practitioners from the education field that render knowledge of the activities director position. Individuals were requested to review the formative feedback instrument for adequacy of appropriate language, format, font, clarity, user friendliness, and validity of items. Along with pilot testing the 20-item instrument, content validity was established through an extensive literature review. The formative feedback instrument will be added to the Wedin (2013) self-evaluation instrument and supervisor evaluation instrument developed previously as part of an Activities Director’s Performance Appraisal Handbook. Advisors/Committee Members: Frances Kayona, John Eller, Kay Worner.

Subjects/Keywords: Activities Director; Job Performance Evaluation; K-12 Education; Personnel Evaluation; Formative Feedback Instrument; Educational Leadership

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APA (6^th Edition):

Wedin, D. M. (2017). Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/35

Chicago Manual of Style (16^th Edition):

Wedin, David M. “Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/35.

MLA Handbook (7^th Edition):

Wedin, David M. “Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors.” 2017. Web. 20 Jan 2021.

Vancouver:

Wedin DM. Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/35.

Council of Science Editors:

Wedin DM. Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/35

8. Duffy, Jean. Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/40

► The study examined implementation of a Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) framework in a one school district in Minnesota… (more)

Subjects/Keywords: Response to Intervention; Multi-Tiered System of Support; Implementation; Educational Leadership

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APA (6^th Edition):

Duffy, J. (2018). Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/40

Chicago Manual of Style (16^th Edition):

Duffy, Jean. “Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/40.

MLA Handbook (7^th Edition):

Duffy, Jean. “Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota.” 2018. Web. 20 Jan 2021.

Vancouver:

Duffy J. Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/40.

Council of Science Editors:

Duffy J. Implementation of Response to Intervention (RTI) and a Multi-Tiered System of Support (MTSS): A Case Study Examination of One School District in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/40

9. Hermanson, Durwin D. Using IDI Guided Development to Increase Intercultural Competence.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/41

► The qualitative case study examined Intercultural Development Inventory (IDI) pre-post test data and responses from a sample of preservice teachers. The study focused on… (more)

Subjects/Keywords: intercultural competence; intercultural competence development; IDI Guided Development; preservice teachers; intercultural competence coaching; Intercultural Development Inventory; Educational Leadership

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APA (6^th Edition):

Hermanson, D. D. (2018). Using IDI Guided Development to Increase Intercultural Competence. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/41

Chicago Manual of Style (16^th Edition):

Hermanson, Durwin D. “Using IDI Guided Development to Increase Intercultural Competence.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/41.

MLA Handbook (7^th Edition):

Hermanson, Durwin D. “Using IDI Guided Development to Increase Intercultural Competence.” 2018. Web. 20 Jan 2021.

Vancouver:

Hermanson DD. Using IDI Guided Development to Increase Intercultural Competence. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/41.

Council of Science Editors:

Hermanson DD. Using IDI Guided Development to Increase Intercultural Competence. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/41

10. Tetzlaff, Todd. Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/42

► The study measured perceptions of select secondary school principals in Minnesota regarding the teacher evaluation model utilized in their schools and the amount of… (more)

Subjects/Keywords: Teacher Evaluation; Model; Framework; Principal; Time; Educational Leadership

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APA (6^th Edition):

Tetzlaff, T. (2018). Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/42

Chicago Manual of Style (16^th Edition):

Tetzlaff, Todd. “Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/42.

MLA Handbook (7^th Edition):

Tetzlaff, Todd. “Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models.” 2018. Web. 20 Jan 2021.

Vancouver:

Tetzlaff T. Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/42.

Council of Science Editors:

Tetzlaff T. Teacher Evaluation–Study of Minnesota Secondary School Principals Related to the Amount of Time Necessary to Implement Common Teacher Evaluation Models. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/42

11. Scott, Michael. Study of Select Secondary School Principals' Perceptions of Standards-Based Grading Implementation in Minnesota Secondary Schools.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/43

► According to Guskey and Bailey (2010), the first release of educational standards occurred in 1989 from the National Council of Teachers of Mathematics (p.… (more)

▼ According to Guskey and Bailey (2010), the first release of educational standards occurred in 1989 from the National Council of Teachers of Mathematics (p. 14). Subsequent to the focus on educational standards, educational researchers published foundational recommendations and guidelines to support the implementation and use of standards-based grading (Heflebower, Hoegh, & Warrick, 2014; Guskey, 2009a; Guskey & Bailey, 2010; Marzano, 2010; Marzano & Kendall, 1996a; Nagel, 2015; O’Connor, 2009). However, limited research was found indicating barriers to the implementation or successful use of standards-based grading in Minnesota secondary schools (grades 7-12). The purpose of the study was to examine the reported level of implementation of standards-based grading in select Minnesota secondary schools (grades 7-12) and the benefits and barriers to implementation. The researcher surveyed Minnesota public school principals who served secondary schools. The mixed-methods study examined select Minnesota secondary schools’ (including grades 7-12) implementation of standards-based grading, those strategies that caused implementation to be successful, and principals’ perceived benefits of standards-based grading implementation. In addition, the study examined Minnesota secondary school principals’ perceptions of barriers to implementation of standards-based grading for secondary schools. The study’s findings indicated a lack of implementation of standards-based grading in the participants’ secondary schools. Only 9.7% of the participants indicated standards-based grading implementation had taken place or a formal process to implementation has been initiated. Yet, the study revealed the participants perceived standards-based grading as beneficial. However, the participants indicated agreement in a number of barriers to implementation of standards-based grading in secondary schools. Advisors/Committee Members: Kay Worner, Roger Worner, Plamen Miltenoff.

Subjects/Keywords: Standards-Based Grading Secondary Schools; Educational Leadership

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APA (6^th Edition):

Scott, M. (2018). Study of Select Secondary School Principals' Perceptions of Standards-Based Grading Implementation in Minnesota Secondary Schools. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/43

Chicago Manual of Style (16^th Edition):

Scott, Michael. “Study of Select Secondary School Principals' Perceptions of Standards-Based Grading Implementation in Minnesota Secondary Schools.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/43.

MLA Handbook (7^th Edition):

Scott, Michael. “Study of Select Secondary School Principals' Perceptions of Standards-Based Grading Implementation in Minnesota Secondary Schools.” 2018. Web. 20 Jan 2021.

Vancouver:

Scott M. Study of Select Secondary School Principals' Perceptions of Standards-Based Grading Implementation in Minnesota Secondary Schools. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/43.

Council of Science Editors:

Scott M. Study of Select Secondary School Principals' Perceptions of Standards-Based Grading Implementation in Minnesota Secondary Schools. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/43

12. Onstad, Nels M. Minnesota Secondary School Principal Perceptions of the Effectiveness of Classroom Management Skills of First Year Traditionally Trained Teachers Compared to Non-Licensed Community Experts.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/45

► The 2015 Minnesota Teacher Supply and Demand Report produced by the Minnesota Department of Education provides information regarding the number of teachers licensed and… (more)

▼ The 2015 Minnesota Teacher Supply and Demand Report produced by the Minnesota Department of Education provides information regarding the number of teachers licensed and unlicensed throughtout the state. The report indicates “the use of traditionally trained teachers, licensed teachers who have completed a traditional teacher preparation program, comprise the vast majority of the Minnesota teacher workforce; yet, the number of non-licensed community experts teachers increased 25% since 2009” (Minnesota Department of Education, 2015, p. 22). The 2016 Office of the Legislative Auditors Report on Minnesota teacher licensing indicated non-licensed community experts (NLCEs) are employed in school districts or charter schools to assist in overcoming staffing difficulties (Minnesota OLA, 2016). A non-licensed community expert position is one that is granted by the Minnesota Board of Teaching to a school district or charter to employ an individual who does not hold a teaching license or has not completed preparation program but has a specific area of expertise that is related to the teaching assignment (Minnesota OLA, 2016, p. 21). Members of the Minnesota Board of Teaching have discussed with one another and with education stakeholders regarding special permission to allow Non-licensed Community Experts to teach in Minnesota (Minnesota OLA, 2016, p. 57). The first was that there are NLCEs who are not enrolled in teacher preparation programs; second, school districts submit repeated applications for NLCE status for individuals; and third was the belief that school districts are using NLCE permission to circumvent standard licensure requirements (Minnesota OLA, 2016, p. 58). Members of the Minnesota Board of Teaching (MN BOT) expressed concern that the use of NLCEs implies that formal teacher preparation training is not important (Minnesota OLA, 2016, p. 58). The purpose of the study was to identify perceptions of select Minnesota secondary school principals regarding the effectiveness of classroom management skills, the most beneficial classroom management skill, and optimal time to offer professional development in classroom management when comparing first year traditionally trained teachers and non–licensed community experts. The study focused on classroom management areas of: procedures and routines, learning strategies, student-teacher relationships, teacher expectations, and student engagement. The study revealed that Minnesota secondary school principals perceive a statistically significant difference in the effectiveness of first year traditionally trained teachers compared to non-licensed community experts. While the need for non-licensed community experts exist, the use of a comprehensive classroom management development plan for non-licensed community experts should utilize an instructional coach or mentor before the first day of school. Advisors/Committee Members: Kay Worner, John Eller, Roger Worner.

Subjects/Keywords: Educational Leadership

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APA (6^th Edition):

Onstad, N. M. (2018). Minnesota Secondary School Principal Perceptions of the Effectiveness of Classroom Management Skills of First Year Traditionally Trained Teachers Compared to Non-Licensed Community Experts. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/45

Chicago Manual of Style (16^th Edition):

Onstad, Nels M. “Minnesota Secondary School Principal Perceptions of the Effectiveness of Classroom Management Skills of First Year Traditionally Trained Teachers Compared to Non-Licensed Community Experts.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/45.

MLA Handbook (7^th Edition):

Onstad, Nels M. “Minnesota Secondary School Principal Perceptions of the Effectiveness of Classroom Management Skills of First Year Traditionally Trained Teachers Compared to Non-Licensed Community Experts.” 2018. Web. 20 Jan 2021.

Vancouver:

Onstad NM. Minnesota Secondary School Principal Perceptions of the Effectiveness of Classroom Management Skills of First Year Traditionally Trained Teachers Compared to Non-Licensed Community Experts. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/45.

Council of Science Editors:

Onstad NM. Minnesota Secondary School Principal Perceptions of the Effectiveness of Classroom Management Skills of First Year Traditionally Trained Teachers Compared to Non-Licensed Community Experts. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/45

13. White, Miriam. Effective Use of Interactive Technology in Elementary Classrooms.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/46

► Statement of the Problem While there was ample literature highlighting the limited use of interactive technology by teachers, minimal research was located which identified… (more)

▼ Statement of the Problem While there was ample literature highlighting the limited use of interactive technology by teachers, minimal research was located which identified the critical resources and supports that need to be in place in school districts and classrooms to assist teachers in engaging students through interactive technology in the elementary classroom. The findings from this study are intended to provide school and district administrators with information regarding essential resources and supports to assist elementary classroom teachers in their use of interactive technology. Study Purpose and Overview The purpose of the mixed-method study was to determine how school and district leaders can provide support and resources to elementary classroom teachers in the implementation and use of interactive technology in the elementary classroom. The study examined resources provided to teachers to actively engage students in using interactive technology in meaningful instruction to increase student engagement, motivation, and ultimately learning outcomes. The following research questions were designed to support these aims: <ol> What resources did select school district superintendents, technology personnel, principals, report were provided to elementary classroom teachers to support use interactive instructional technology in their classrooms? What did select elementary teachers report as their frequency of use of specific methods of interactive technology in their elementary classrooms? What resources and supports did select elementary classroom teachers report were essential to implement interactive technology in their elementary classrooms? What did select elementary teachers identify as the level of importance of the specific district and site resources/supports needed for the integration of interactive technology in the elementary classroom? What types of interactive technologies did select elementary teachers report were used for assessment, instruction and student activities? </ol> In order to address the research questions, the research questions, the researcher created an online survey that gathered data from 3 school districts, totaling over 120 respondents’ perceptions of their perceptions regarding essential resources and supports needed to effectively implement interactive technology in the elementary classroom. In order to enrich the study findings, one-on-one phone interviews were conducted with six respondents who volunteered to expand upon survey questions with the researcher. Key Findings The study results found that Administration, Technology Personnel, as well as Elementary Classroom Teachers valued the use of interactive technology for instructional purposes. Both reported that internet connectivity is a critical component in the school districts surveyed and essential to effective interactive… Advisors/Committee Members: Kay Worner, Roger Worner, John Eller.

Subjects/Keywords: Technology; Elementary Classrooms

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

White, M. (2018). Effective Use of Interactive Technology in Elementary Classrooms. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/46

Chicago Manual of Style (16^th Edition):

White, Miriam. “Effective Use of Interactive Technology in Elementary Classrooms.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/46.

MLA Handbook (7^th Edition):

White, Miriam. “Effective Use of Interactive Technology in Elementary Classrooms.” 2018. Web. 20 Jan 2021.

Vancouver:

White M. Effective Use of Interactive Technology in Elementary Classrooms. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/46.

Council of Science Editors:

White M. Effective Use of Interactive Technology in Elementary Classrooms. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/46

14. White, Miriam. Effective Use of Interactive Technology in Elementary Classrooms.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/47

► Statement of the Problem While there was ample literature highlighting the limited use of interactive technology by teachers, minimal research was located which identified… (more)

▼ Statement of the Problem While there was ample literature highlighting the limited use of interactive technology by teachers, minimal research was located which identified the critical resources and supports that need to be in place in school districts and classrooms to assist teachers in engaging students through interactive technology in the elementary classroom. The findings from this study are intended to provide school and district administrators with information regarding essential resources and supports to assist elementary classroom teachers in their use of interactive technology. Study Purpose and Overview The purpose of the mixed-method study was to determine how school and district leaders can provide support and resources to elementary classroom teachers in the implementation and use of interactive technology in the elementary classroom. The study examined resources provided to teachers to actively engage students in using interactive technology in meaningful instruction to increase student engagement, motivation, and ultimately learning outcomes. The following research questions were designed to support these aims: <ol> What resources did select school district superintendents, technology personnel, principals, report were provided to elementary classroom teachers to support use interactive instructional technology in their classrooms? What did select elementary teachers report as their frequency of use of specific methods of interactive technology in their elementary classrooms? What resources and supports did select elementary classroom teachers report were essential to implement interactive technology in their elementary classrooms? What did select elementary teachers identify as the level of importance of the specific district and site resources/supports needed for the integration of interactive technology in the elementary classroom? What types of interactive technologies did select elementary teachers report were used for assessment, instruction and student activities? </ol> In order to address the research questions, the research questions, the researcher created an online survey that gathered data from 3 school districts, totaling over 120 respondents’ perceptions of their perceptions regarding essential resources and supports needed to effectively implement interactive technology in the elementary classroom. In order to enrich the study findings, one-on-one phone interviews were conducted with six respondents who volunteered to expand upon survey questions with the researcher. Key Findings The study results found that Administration, Technology Personnel, as well as Elementary Classroom Teachers valued the use of interactive technology for instructional purposes. Both reported that internet connectivity is a critical component in the school districts surveyed and essential to effective interactive technology… Advisors/Committee Members: Kay Worner, Roger Worner, John Eller.

Subjects/Keywords: Technology; Elementary Classrooms; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

White, M. (2018). Effective Use of Interactive Technology in Elementary Classrooms. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/47

Chicago Manual of Style (16^th Edition):

White, Miriam. “Effective Use of Interactive Technology in Elementary Classrooms.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/47.

MLA Handbook (7^th Edition):

White, Miriam. “Effective Use of Interactive Technology in Elementary Classrooms.” 2018. Web. 20 Jan 2021.

Vancouver:

White M. Effective Use of Interactive Technology in Elementary Classrooms. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/47.

Council of Science Editors:

White M. Effective Use of Interactive Technology in Elementary Classrooms. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/47

15. Stellmach, Tammy M, Dr. The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/48

► The study measured perceptions of select Minnesota elementary school teachers and principals regarding principals’ usage of social-emotional intelligence in six subscale constructs and examined… (more)

Subjects/Keywords: social emotional intelligence elementary school principals; Educational Leadership

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APA (6^th Edition):

Stellmach, Tammy M, D. (2018). The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/48

Chicago Manual of Style (16^th Edition):

Stellmach, Tammy M, Dr. “The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/48.

MLA Handbook (7^th Edition):

Stellmach, Tammy M, Dr. “The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals.” 2018. Web. 20 Jan 2021.

Vancouver:

Stellmach, Tammy M D. The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/48.

Council of Science Editors:

Stellmach, Tammy M D. The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/48

16. Welch, Marcia. The Perceived Impacts of Positive Psychological Capacities on the Authentic Leadership of Minnesota Secondary School Principals During Professional Critical Incidents.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/49

► The foci of the study are the impacts of positive psychological capacities (PsyCaps) of hope, resilient, self-efficacy, and optimism on the authentic leadership of… (more)

▼ The foci of the study are the impacts of positive psychological capacities (PsyCaps) of hope, resilient, self-efficacy, and optimism on the authentic leadership of Minnesota secondary school principals during professional critical incidents. A critical incident is “defined as an interruption in the expected behaviours and developments in one’s life that produces strong emotions and a need to ‘make sense’ of the situation” (Weick, 1995; WorksafeBC, 2002, as cited in Lenarduzzi, 2015, p. 254). A professional critical incident is a reminder that leadership consists of successes and failures. Critical incidents make and remake leaders who are courageous enough to participate in self-reflection for personal and professional growth (Ackerman & Maslin-Ostrowski, 2002, 2004a, 2004b; Badaracco, 1997; Bennis & Thomas, 2002b, 2007; Maslin-Ostrowski & Ackerman, 2000; Quinn, 2005; Yamamoto, Gardiner, & Tenuto, 2014). While there is research on critical incidents and authentic leadership, there is no research on the impact of PsyCaps on select Minnesota secondary school principals’ authentic leadership performances during professional critical incidents. The research approach adopted in this dissertation is a mixed methods approach. The quantitative component of the study utilized an online survey to gather data regarding the attitudes and behaviors associated with self-efficacy, hope, resilience, and optimism that Minnesota secondary school principals reported they utilized during professional critical incidents. A modified Psychological Capital Questionnaire (PCQ) survey was used in agreement with the copyright holders of the survey. The qualitative component of the study involved interviews with three principals who voluntarily submitted their contact information on the survey. Data from the survey and the interviews were analyzed to determine the attitudes and behaviors associated with positive psychological capacities a sample of Minnesota secondary school principals perceived they utilized to lead authentically during professional critical incidents and which of the positive psychological capacities they perceived had the greatest impact on their authentic leadership performances during professional critical incidents. Data from the interviews were analyzed to determine the impacts of the positive psychological capacities of hope, self-efficacy, resilience, and optimism on the successful leadership performances during professional critical incidents as perceived by select Minnesota secondary school principals. The findings from the study provided evidence that select Minnesota secondary school principals perceived themselves as having high positive PsyCaps during critical incidents. All survey items were rated by principal respondents in the above average to high range on a 6-point Likert scale since all items had a mean score above a 4.0. The PsyCaps of confidence in analyzing situations, confidence in communicating building needs to superordinates, and confidence in successfully communicating strategies… Advisors/Committee Members: Kay Worner, Roger Worner, John Eller.

Subjects/Keywords: principals; positive psychological capacities; critical incidents; authentic leadership; hope; self-efficiency; resilience; optimism; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Welch, M. (2018). The Perceived Impacts of Positive Psychological Capacities on the Authentic Leadership of Minnesota Secondary School Principals During Professional Critical Incidents. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/49

Chicago Manual of Style (16^th Edition):

Welch, Marcia. “The Perceived Impacts of Positive Psychological Capacities on the Authentic Leadership of Minnesota Secondary School Principals During Professional Critical Incidents.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/49.

MLA Handbook (7^th Edition):

Welch, Marcia. “The Perceived Impacts of Positive Psychological Capacities on the Authentic Leadership of Minnesota Secondary School Principals During Professional Critical Incidents.” 2018. Web. 20 Jan 2021.

Vancouver:

Welch M. The Perceived Impacts of Positive Psychological Capacities on the Authentic Leadership of Minnesota Secondary School Principals During Professional Critical Incidents. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/49.

Council of Science Editors:

Welch M. The Perceived Impacts of Positive Psychological Capacities on the Authentic Leadership of Minnesota Secondary School Principals During Professional Critical Incidents. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/49

17. Powell, Susan J. A Study of Minnesota Elementary Principals’ Perceptions on 1:1 Technology Implementation.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/50

► Abstract According to the Center for Universal Education at the Brookings Institute the rapid advancement in technology today requires students to attain a broader… (more)

▼ Abstract According to the Center for Universal Education at the Brookings Institute the rapid advancement in technology today requires students to attain a broader set of competencies to be successful than in the past (Winthrop, McGivney, Williams, & Shankar, 2016). To achieve these higher standards, education must take “new approaches that can reach children who have not yet been reached” to attain higher student learning outcomes (Winthrop et al., 2016). School leadership matters when a school or school district is considering a technology initiative (Anderson & Dexter, 2005) and principals must be increasingly involved in the project to model and support implementation (Anthony & Patravanich, 2014; Stuart, Mills, & Remus, 2009). “A growing body of evidence has suggested that we are in the midst of a global learning crisis. Pedagogical practices and curricula used in schools are ill equipped to allow children to learn the skills they will need for the future. If education systems in their current form fail to improve learning outcomes, it is because the design of the way education is delivered itself is flawed. In a failed system, incremental improvements are insufficient to bring about the transformational shifts to curriculum and pedagogy needed to get better results.” (Winthrop et al., 2016) The 2017 National Assessment of Educational Progress (NAEP) depicts Minnesota’s achievement levels relatively unchanged from the 2015 NAEP results, however, Minnesota continues to have one of the largest achievement gaps in the nation (NAEP, 2017). Minnesota school districts are infusing technology into classrooms to address learning disparities, and in 2016 the State of Minnesota reported that 55% of Minnesota schools had operationalized some level of a 1:1 technology initiative. The purpose of the study was to examine the perceptions of a sampling of Minnesota elementary principals on the extent, value and quality of their involvement in the implementation of their school districts’ 1:1 technology initiatives. Further, the study intended to ascertain the sample group principals’ perceived preparedness to provide leadership and training to their schools’ teaching staffs, (including staff employed one or more years following implementation,) regarding their school districts’ 1:1 technology initiatives. Advisors/Committee Members: Roger Worner, Kay Worner, James Johnson.

Subjects/Keywords: Technology; 1:1 technology; elementary technology initiatives; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Powell, S. J. (2018). A Study of Minnesota Elementary Principals’ Perceptions on 1:1 Technology Implementation. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/50

Chicago Manual of Style (16^th Edition):

Powell, Susan J. “A Study of Minnesota Elementary Principals’ Perceptions on 1:1 Technology Implementation.” 2018. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/50.

MLA Handbook (7^th Edition):

Powell, Susan J. “A Study of Minnesota Elementary Principals’ Perceptions on 1:1 Technology Implementation.” 2018. Web. 20 Jan 2021.

Vancouver:

Powell SJ. A Study of Minnesota Elementary Principals’ Perceptions on 1:1 Technology Implementation. [Internet] [Doctoral dissertation]. St. Cloud State University; 2018. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/50.

Council of Science Editors:

Powell SJ. A Study of Minnesota Elementary Principals’ Perceptions on 1:1 Technology Implementation. [Doctoral Dissertation]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/edad_etds/50

18. Eckhoff, Sarah. Implementation of Least Restrictive Environment and Cumulative Placement Rates.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/51

► The Individuals with Disabilities Education Act (IDEA) has mandated students with disabilities receive a Free and Appropriate Education (FAPE) in their Least Restrictive Environment… (more)

Subjects/Keywords: Special Education Placement; Least Restrictive Environment; Educational Placement; Federal Setting; Placement Rates; Self-Contained Programs; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Eckhoff, S. (2019). Implementation of Least Restrictive Environment and Cumulative Placement Rates. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/51

Chicago Manual of Style (16^th Edition):

Eckhoff, Sarah. “Implementation of Least Restrictive Environment and Cumulative Placement Rates.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/51.

MLA Handbook (7^th Edition):

Eckhoff, Sarah. “Implementation of Least Restrictive Environment and Cumulative Placement Rates.” 2019. Web. 20 Jan 2021.

Vancouver:

Eckhoff S. Implementation of Least Restrictive Environment and Cumulative Placement Rates. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/51.

Council of Science Editors:

Eckhoff S. Implementation of Least Restrictive Environment and Cumulative Placement Rates. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/51

19. Holler, David. Cell Phones in Minnesota High Schools: Principals’ Perceptions of Impact and Policy.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/52

► As cell phone use has become commonplace in society, school leaders have debated the positive and negative impacts of permitting cell phone use in… (more)

▼ As cell phone use has become commonplace in society, school leaders have debated the positive and negative impacts of permitting cell phone use in schools (Kiema, 2015). In 2015, New York City public schools removed their cell phone ban for 1.1 million students (Allen, 2015). A reason for reversing the ban was that the policy had a disproportionate impact on low students who were more likely to have their cell phones confiscated because of metal detectors in the schools they attended (Allen, 2015). The New York City cell phone ban also proved extremely difficult to consistently and effectively enforce (Allen, 2015). Students in France ages 15 years and younger were banned from bringing cell phones to school in 2018 (Busby, 2018). French Education Minister Jean-Michel Blanquer cited public health concerns over excessive screen time use and decreased socialization for children (Wamsley, 2017). Parent groups who opposed the ban pointed out the problems associated with keeping phones out of schools, such as equitably enforcing the policy and lack of parent support (Wamsley, 2017). Research findings suggest banning cell phone use increases student achievement, for example a study of English public high schools found an improvement in student performance on standardized test scores in schools which banned the use of cell phones (Beland & Murphy, 2015). The study asserted that banning cell phones had the greatest impact on the academic performance of low-achieving students and no significant impact on the scores of higher achieving students (Beland & Murphy, 2015). Research is limited measuring the impacts of different types of cell phone use policies. The conceptual framework of the study was derived from research conducted by Obringer and Coffey (2007) who surveyed high school principals in the United States designed to determine principals’ perceptions of school cell phone policies, cell phone use by teachers and school safety issues involving the use of cell phones. The study replicated and, in some cases, modified survey questions from the Obringer and Coffey study in order to compare findings with the Obringer and Coffey study. The purpose of the study was to determine Minnesota high school (Grades 9-12) principals’ perceptions of the effectiveness of their school districts’ cell phone policies and their perceptions of the impact of teacher and student cell phone use in the classroom on student learning. The results of the study are intended to be used to assist school principals and other policy makers in the formulation of policies regulating the use of cell phones in schools. Advisors/Committee Members: Roger Worner, Kay Worner, James Johnson.

Subjects/Keywords: Cell phone; cell phone policy; principal; high school; personal electronic device; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Holler, D. (2019). Cell Phones in Minnesota High Schools: Principals’ Perceptions of Impact and Policy. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/52

Chicago Manual of Style (16^th Edition):

Holler, David. “Cell Phones in Minnesota High Schools: Principals’ Perceptions of Impact and Policy.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/52.

MLA Handbook (7^th Edition):

Holler, David. “Cell Phones in Minnesota High Schools: Principals’ Perceptions of Impact and Policy.” 2019. Web. 20 Jan 2021.

Vancouver:

Holler D. Cell Phones in Minnesota High Schools: Principals’ Perceptions of Impact and Policy. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/52.

Council of Science Editors:

Holler D. Cell Phones in Minnesota High Schools: Principals’ Perceptions of Impact and Policy. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/52

20. Smith, Delana. Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/53

► Recruitment of American Indian students into college and universities has been a long-standing challenge, but retaining these students, especially those from reservations, highlights an… (more)

▼ Recruitment of American Indian students into college and universities has been a long-standing challenge, but retaining these students, especially those from reservations, highlights an even greater challenge. According to Guillory and Wolverton (2008), “Although a select few have successfully matriculated through higher education’s colleges and universities, institutions cannot truthfully claim success when it comes to serving this unique population” (p. 58). American Indian students are more likely to feel academically inadequate, isolated, and alienated. Many times, academic inadequacy, isolation, marginalization, or other factors became too much for them to overcome. As a result, many American Indian students leave college before completing their degree program (Guillory, 2009). The quantitative study was designed to examine factors that affected American Indian students’ persistence in higher education in a select northern Minnesota tribal college. The study sought information regarding the importance of first year support programs offered to students by the Tribal college that assisted them in their persistence in higher education experiences. Information was gathered in the fall of 2018 from 20 second-year American Indian students in a northern Minnesota tribal college through use of a 27-item survey instrument using Likert-type scales and open-ended comments. The ongoing academic barriers or challenges identified by study participants included time, money, commute/transportation, and not being academically prepared for college courses that they continued to experience in completing their educational program. The ongoing personal barriers or challenges identified by participants included finances, family, transportation, and behavior health. The challenges continue to present obstacles for students to overcome in their persistence in higher education. The study also revealed that students at the Tribal College in the study identified “first year experience course or seminar” as a factor specifically from their first year of college attendance that influenced them to persist into their second year. Information from the study may assist Tribal College leaders in developing, maintaining, and implementing programs and services that positively influence American Indian students’ persistence in their college experiences. Advisors/Committee Members: Kay Worner, Roger Worner, Frances Kayona.

Subjects/Keywords: American Indian; Tribal College; Student Persistence; Educational Leadership

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APA (6^th Edition):

Smith, D. (2019). Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/53

Chicago Manual of Style (16^th Edition):

Smith, Delana. “Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/53.

MLA Handbook (7^th Edition):

Smith, Delana. “Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College.” 2019. Web. 20 Jan 2021.

Vancouver:

Smith D. Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/53.

Council of Science Editors:

Smith D. Factors Affecting American Indian Student Persistence in Attending a Northern Minnesota Tribal College. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/53

21. Kind, Jill. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/54

► “The central lesson now evident is that sustained improvement in students’ outcomes requires sustained effort to change teaching and learning practices in thousands and… (more)

▼ “The central lesson now evident is that sustained improvement in students’ outcomes requires sustained effort to change teaching and learning practices in thousands and thousands of classrooms, and this requires focused and sustained effort by all parts of the education system and partners” (Levin & Fullan, 2008, p. 289). The process of changing teaching and learning practices occurs through professional development. The Every Student Succeeds Act relies on the research of Desimone (2002), Garet, Porter, Desimore, Birman, and Yoon (2001), Guskey (2003), Hirsh, Psencik, and Brown (2014), and Wei, Drling-Hammond, Andree, Richardson, and Orphamos (2009) to identify set of criteria describing effective professional development. The six ESSA criteria are job-embedded, data-driven, classroom-focused, sustained, intensive, and collaborative each impact teachers’ instructional practices in different ways. Professional development also occurs in either a traditional format or a reform format (Garet et al., 2001). The purpose of the study was to determine what select Minnesota K-12 teachers report as their frequency of their participation in professional development aligned to ESSA criteria, the formats of professional development in which teachers participated, and how professional development positively impacted their instructional practice. The quantitative methodology utilized a survey instrument to determine participants’ experiences with professional development. The study results indicated that select Minnesota teachers reported participating in professional development that aligns with three of the six ESSA criteria (collaborative, data-driven, and sustained) of effective professional development more frequently than was found in the Frontline Institute Research study (Combs & Silverman, 2017). The study sample of K-12 Minnesota teachers also reported that reform formats of professional development had a higher positive impact on instructional practice than did traditional formats. Advisors/Committee Members: Kay Worner, James Johnson, David Lund.

Subjects/Keywords: Professional Development; Instructional Practice

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APA (6^th Edition):

Kind, J. (2019). Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/54

Chicago Manual of Style (16^th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/54.

MLA Handbook (7^th Edition):

Kind, Jill. “Teachers' Experiences with Professional Development and Its Impact on Instructional Practice.” 2019. Web. 20 Jan 2021.

Vancouver:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/54.

Council of Science Editors:

Kind J. Teachers' Experiences with Professional Development and Its Impact on Instructional Practice. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/54

22. Wana, Kassahun C. Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/56

► Abstract The quantitative study examined the perception of principals in Minnesota elementary Reward Schools (also known as turnaround schools) regarding their leadership practices with… (more)

Subjects/Keywords: Turnaround Models; Turnaround Schools; School Turnaround Principals; Transformational Leadership; Leadership Practice Inventory; Leadership Practices; Educational Leadership

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APA (6^th Edition):

Wana, K. C. (2019). Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/56

Chicago Manual of Style (16^th Edition):

Wana, Kassahun C. “Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/56.

MLA Handbook (7^th Edition):

Wana, Kassahun C. “Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota.” 2019. Web. 20 Jan 2021.

Vancouver:

Wana KC. Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/56.

Council of Science Editors:

Wana KC. Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/56

23. Wiese, Kristi. The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/57

► The study measured perceptions of immigrant English learner parents’ native and English language literacy proficiency levels, reported challenges affecting native and English language literacy… (more)

Subjects/Keywords: parental involvement; parental engagement; English learners; native language literacy proficiency; English language literacy proficiency; literacy; Educational Leadership

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APA (6^th Edition):

Wiese, K. (2019). The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/57

Chicago Manual of Style (16^th Edition):

Wiese, Kristi. “The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/57.

MLA Handbook (7^th Edition):

Wiese, Kristi. “The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices.” 2019. Web. 20 Jan 2021.

Vancouver:

Wiese K. The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/57.

Council of Science Editors:

Wiese K. The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/57

24. Mortensen, Michelle. Female Superintendent Perceptions of Challenges in Seeking and Serving in the Position of Superintendent of Schools.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/58

► The purpose of the mixed method study was to identify the perceptions of challenges Minnesota female superintendents report they experienced in seeking and serving… (more)

▼ The purpose of the mixed method study was to identify the perceptions of challenges Minnesota female superintendents report they experienced in seeking and serving in the position of superintendent of schools, including their perception regarding school-board superintendent relations. The study used both qualitative and quantitative methods: the researcher designed the research questions based upon the underrepresentation of females in the superintendency and the literature review. Data collection included two phases: 1) a multiple-choice survey distributed to survey respondents through electronic mail; and 2) open-ended interviews conducted with four volunteer interviewees. The multiple-choice survey provided quantitative information while the open-ended response questions presented qualitative data that allowed for clarifying responses and deeper understanding of the information obtained from the multiple-choice survey. Some of the survey questionnaire and interview questions were replicated in a modified version from the survey used in Catherine A. Wyland’s dissertation titled Underrepresentation of Females in the Superintendency in Minnesota. In general, there is a perception that insufficient qualified female superintendent candidates exist. Even with increasing numbers of females obtaining the licensure for superintendency, both exterior and interior barriers have limited females’ access to the top leadership position in public schools. In spite of the U.S. Equal Employment Opportunity Commission (EEOC) and the Office for Federal Contract Compliance Programs enforcing federal laws, such as the Equal Opportunity Employment Act, the Fair Labor Standards Act, the Equal Pay Act, and the Civil Rights Act, making it illegal to discriminate against a job applicant or an employee because of the person's race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age (40 or older), disability or genetic information (Dana & Bourisaw, 2006). The Federal laws listed above provided an underlying framework for the study; however, stereotypes and societal norms also played a significant role in the selection of the topic of the study. Study results indicated that 51 female superintendents in Minnesota identified several barriers to seeking and obtaining the superintendent positions and that superintendent-school board relationships are generally positive but often depending on specific issues or situations. Advisors/Committee Members: Kay Worner, John Eller, James R. Johnson.

Subjects/Keywords: Female Superintendents; Challenges; Educational Leadership

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APA (6^th Edition):

Mortensen, M. (2019). Female Superintendent Perceptions of Challenges in Seeking and Serving in the Position of Superintendent of Schools. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/58

Chicago Manual of Style (16^th Edition):

Mortensen, Michelle. “Female Superintendent Perceptions of Challenges in Seeking and Serving in the Position of Superintendent of Schools.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/58.

MLA Handbook (7^th Edition):

Mortensen, Michelle. “Female Superintendent Perceptions of Challenges in Seeking and Serving in the Position of Superintendent of Schools.” 2019. Web. 20 Jan 2021.

Vancouver:

Mortensen M. Female Superintendent Perceptions of Challenges in Seeking and Serving in the Position of Superintendent of Schools. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/58.

Council of Science Editors:

Mortensen M. Female Superintendent Perceptions of Challenges in Seeking and Serving in the Position of Superintendent of Schools. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/58

25. Greene, Anthony. Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/60

► Abstract While understanding and implementing technology integration in the education setting has significantly improved in the past few decades, little has been done to… (more)

▼ Abstract While understanding and implementing technology integration in the education setting has significantly improved in the past few decades, little has been done to formulate a research-based best practice model that will follow a set of standards maintained by ISTE. Integration can be most successfully achieved through following a set of standards established by The International Society for Technology in Education - Standards for Educators. According to Ertmer (2015), teachers are expected to enrich teaching and learning, despite a number of barriers that impede them such as lack of training, staff support, and hardware and software access. These continue to be issues for many teachers. Moreover, a teacher's belief in technology and their past experiences play a pivotal role in integrating technology into lessons, Ertmer (2015). An examination of technology research in Minnesota displayed that one of the problems encountered by secondary school classroom teachers is the integration of technology into their teaching. Because school districts continue to experience barriers to technology integration, understanding those barriers and being able to develop a plan to address them will provide teachers with the support required to become more effective in their use of technology. The purpose of the study, in a select sample of Minnesota school districts, was to examine the relationship between teachers’ self-reported technology competency, their ratings of the frequency, and quality of technology usage, in supporting their teaching, and the quality of the technology professional development they received. Furthermore, study respondents were requested to identify types of professional development that would increase their usage of technology in the teaching process and the barriers to technology integration in their schools and school districts. The following research questions were designed to support these aims: <ol> How did select Minnesota teachers rate their level of technology competency based on ISTE standards? How did select Minnesota teachers rate the frequency of their use of technology in supporting their teaching? How did select Minnesota teachers rate the quality of their use of technology in supporting their teaching? What did select Minnesota teachers rate as their level of need for further/additional technology professional development? What did select Minnesota teachers identify as the types of professional development that would increase their usage of technology in the teaching process? What did select Minnesota teachers identify as barriers to the integration of technology in their schools and school districts? </ol> Prior to the leaders of school districts and individual schools considering adopting 1:1 technology programs, it would be advisable that a number of issues be weighed before adoption, including current staff knowledge and usage of technology, professional development needs, and… Advisors/Committee Members: Roger Worner, Kay Worner, James R. Johnson.

Subjects/Keywords: Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Greene, A. (2019). Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/60

Chicago Manual of Style (16^th Edition):

Greene, Anthony. “Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/60.

MLA Handbook (7^th Edition):

Greene, Anthony. “Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools.” 2019. Web. 20 Jan 2021.

Vancouver:

Greene A. Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/60.

Council of Science Editors:

Greene A. Teachers’ Perceptions of 1:1 Technology Integration in Select Minnesota Secondary Schools. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/60

26. OBryan, Sonia. Work-Related Stress and Coping Strategies for Elementary Teachers.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/62

► The purpose of the study was to examine kindergarten through fifth grade teachers’ responses regarding their work-related stressors, the type of manifestations of stress,… (more)

▼ The purpose of the study was to examine kindergarten through fifth grade teachers’ responses regarding their work-related stressors, the type of manifestations of stress, both emotional and/or behavioral, they experienced due to work-related stress, and their identification of coping strategies used to reduce their work-related stress. The teachers who participated in the study were from identified school districts in northern Minnesota. The study participants completed a 21 question online survey based on the Teacher Stress Inventory developed by Dr. Michael J. Fimian in 1984 and through the researcher’s teaching experiences. The intent of the study was to assist classroom teachers and their administrators in acknowledging that work-related stress does exist and that there are strategies that could assist teachers with coping with work-related stressors. Study findings revealed kindergarten through fifth grade teachers in select northern Minnesota schools reported the most noticeable work-related stressors were described by the following statements: there is too much work to do; student behaviors negatively impact my ability to perform my job; there is little time to prepare for my lessons/responsibilities; and my personal priorities were being short-changed due to time demands at work. Those most noticeable work-related stressors represent emotional manifestations of stress. Physical manifestations of stress reported by the study participants included: feeling tired before arriving to work; physical exhaustion; and becoming fatigued over a short period of time. The coping strategies most used to cope with work-related stressors were identified by study participants as personal and family relationships, physical activity, and entertainment. The study results indicated that teachers should be made aware that they could benefit from implementing coping strategies to address work-related stress and that those strategies, such as mindfulness and healthy habits and relationships, provide ways to manage their stress. Furthermore, school districts leaders should be cognizant of the immense stress teachers experience and, as a result, invest in professional development opportunities, such as mindfulness-based programs, that can be customized to address this important issue. Advisors/Committee Members: Kay Worner, John Eller, David Lund.

Subjects/Keywords: Work-Related Burnout; Coping Strategies; Educational Leadership

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APA (6^th Edition):

OBryan, S. (2019). Work-Related Stress and Coping Strategies for Elementary Teachers. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/62

Chicago Manual of Style (16^th Edition):

OBryan, Sonia. “Work-Related Stress and Coping Strategies for Elementary Teachers.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/62.

MLA Handbook (7^th Edition):

OBryan, Sonia. “Work-Related Stress and Coping Strategies for Elementary Teachers.” 2019. Web. 20 Jan 2021.

Vancouver:

OBryan S. Work-Related Stress and Coping Strategies for Elementary Teachers. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/62.

Council of Science Editors:

OBryan S. Work-Related Stress and Coping Strategies for Elementary Teachers. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/62

27. Crayton, Dalton. Faculty of Color at Predominantly White Colleges and Universities.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/63

► Although the United States has experienced major demographic changes, such as an increased population of minorities, there still exists a very low representation of… (more)

Subjects/Keywords: Faculty of Color; Predominantly White Colleges and Universities; Educational Leadership

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APA (6^th Edition):

Crayton, D. (2019). Faculty of Color at Predominantly White Colleges and Universities. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/63

Chicago Manual of Style (16^th Edition):

Crayton, Dalton. “Faculty of Color at Predominantly White Colleges and Universities.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/63.

MLA Handbook (7^th Edition):

Crayton, Dalton. “Faculty of Color at Predominantly White Colleges and Universities.” 2019. Web. 20 Jan 2021.

Vancouver:

Crayton D. Faculty of Color at Predominantly White Colleges and Universities. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/63.

Council of Science Editors:

Crayton D. Faculty of Color at Predominantly White Colleges and Universities. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/63

28. Mohamud, Abdulcadir. Minnesota Teachers’ Understanding, Training, Perception of STEM Education and Its Implementation.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/65

► According to the CRS Report for Congress (Library of Congress, 2008), “there is a growing concern that the United States is not preparing a… (more)

Subjects/Keywords: Educational Leadership

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APA (6^th Edition):

Mohamud, A. (2019). Minnesota Teachers’ Understanding, Training, Perception of STEM Education and Its Implementation. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/65

Chicago Manual of Style (16^th Edition):

Mohamud, Abdulcadir. “Minnesota Teachers’ Understanding, Training, Perception of STEM Education and Its Implementation.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/65.

MLA Handbook (7^th Edition):

Mohamud, Abdulcadir. “Minnesota Teachers’ Understanding, Training, Perception of STEM Education and Its Implementation.” 2019. Web. 20 Jan 2021.

Vancouver:

Mohamud A. Minnesota Teachers’ Understanding, Training, Perception of STEM Education and Its Implementation. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/65.

Council of Science Editors:

Mohamud A. Minnesota Teachers’ Understanding, Training, Perception of STEM Education and Its Implementation. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/65

29. Milne, Kelsey. Stress and Teacher Burnout: The Impact of Mindfulness Strategies.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/66

► Teaching is a high-risk profession considering the impact it has on a teacher’s mental health (McLean & Connor, 2015). Since work-related stress can lead… (more)

▼ Teaching is a high-risk profession considering the impact it has on a teacher’s mental health (McLean & Connor, 2015). Since work-related stress can lead to job burnout, it is important for teachers to develop effective coping strategies to alleviate the high degree of burnout in the teaching occupation (Steinhardt, Jaggars, Faulk, & Gloria, 2011). Numerous studies pointed out the effectiveness, the ease of implementation and the cost-effective factor of mindfulness techniques to address stress and potential burnout (Abenavoli, Harris, Katz, Jennings, & Greenberg, 2014; Roeser, Skinner, Beers, & Jennings, 2012; Stanley, 2011; Winzelberg & Luskin, 1999). Mindfulness techniques have been linked to decreased levels of distress and increased job satisfaction (Friedman, 2000; Hülsheger, Alberts, Feinholdt, & Lang, 2013; Roeser et al, 2013; Luken & Sammons, 2016). The purpose of the study was to examine the level of stress reported by a select group of Minnesota elementary teachers and to determine their awareness and use of mindfulness strategies to mitigate their work-related stress. Additionally, the study examined teachers’ exposure to mindfulness strategies through training\professional development and their reported likelihood of using mindfulness strategies to reduce work-related stress. Select voluntary teachers reported their beliefs on the benefits, challenges, and recommendations for other teachers regarding the use of mindfulness strategies to reduce work-related stress. Most study respondents, 82.9% (n = 208), reported that they either frequently or always experienced stress at work, illustrating a high stress level for this group of elementary school teachers. Of the 250 participants, 98.4% (n = 246) had at least some knowledge or awareness of mindfulness strategies while 14.4% (n = 36) reported using mindfulness strategies frequently to reduce their work-related stress. According to all four voluntary teacher interview participants, they used mindfulness strategies to reduce their work-related stress and discussed mindfulness techniques they used in their classrooms with students; they all believed mindfulness was helpful in their classroom with their students and for themselves. Additionally, all four participants said they would recommend mindfulness strategies to other educators. Participants identified time as a barrier to their practice of mindfulness techniques. The study results indicated that district administrators and school leaders can increase retention and efficacy by seeking out ways to support teachers’ self-care and learning of mindfulness techniques. Advisors/Committee Members: Kay Worner, Plamen Miltenoff, Roger Worner.

Subjects/Keywords: mindfulness; meditation; stress; burnout; strategies; teacher; Educational Leadership

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APA (6^th Edition):

Milne, K. (2019). Stress and Teacher Burnout: The Impact of Mindfulness Strategies. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/66

Chicago Manual of Style (16^th Edition):

Milne, Kelsey. “Stress and Teacher Burnout: The Impact of Mindfulness Strategies.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/66.

MLA Handbook (7^th Edition):

Milne, Kelsey. “Stress and Teacher Burnout: The Impact of Mindfulness Strategies.” 2019. Web. 20 Jan 2021.

Vancouver:

Milne K. Stress and Teacher Burnout: The Impact of Mindfulness Strategies. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/66.

Council of Science Editors:

Milne K. Stress and Teacher Burnout: The Impact of Mindfulness Strategies. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/66

30. Sutlief, Patrick. A Quantitative Study of Factors Contributing to Early Career Teachers Leaving Their Positions in Rural, Central Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/67

► The nationwide trend of novice teachers leaving schools at a disproportionately high rate comes at a time when schools strive to develop a staff… (more)

▼ The nationwide trend of novice teachers leaving schools at a disproportionately high rate comes at a time when schools strive to develop a staff of experienced, effective educators to increase student achievement. The price of novice teacher attrition includes financial costs like recruitment and hiring as well as lost professional development young teachers take with them when they leave. Intangible costs include the negative impact on schools as organizations resulting from high turnover as well as inconsistent instruction from an ever-changing teaching staff. Ultimately, student achievement pays the price of high rates of novice teacher attrition. McCann, Johannessen, and Ricca (2005) described the concern regarding teacher attrition, “We find the attrition of great numbers of talented teachers distressful, especially because of the devastating loss to the profession of the potential of these teachers and to the students whose lives they would affect” (p. 64). The purpose of the study was to ascertain the causal factors, other than performance, of novice teachers’ attrition as perceived by responding school administrators and examine the impact of grit and resiliency on those novice teachers who resigned from their positions within the first years of teaching as perceived by the responding school administrators. A review of the literature found several factors that contributed to young teachers leaving their positions. Those factors included salary, student discipline concerns, lack of collegial support, lack of parental support, the decrease of professional prestige, lack of readiness to teach, and working conditions. A review of the literature also found that grit and resiliency can be mitigating, internal factors for novice teachers who are considering leaving their positions. In 2013, Angela Duckworth won the MacArthur Grant for her work with “Grit.” Grit builds on resiliency and is defined as the perseverance and passion to achieve long-term goals. Results of the study indicated that some of the findings were consistent with the literature in that they had a significant impact on novice teachers’ decisions to leave their positions while other findings were found to be less influential than the literature suggested. Salary, student discipline concerns, lack of parental support, lack of readiness to teach, and a lack of respect for the field of education were found to be consistent with the literature as significant factors that impact novice teachers’ decisions to leave their teaching positions. The factors of working conditions, lack of collegial support, and a mentorship program were not found to be as compelling as the literature suggested. The impact of the internal factor of grit was inconclusive according to the findings from the study. The loss of a single novice teacher is costly for schools and students. If any of the factors that contribute to teachers leaving their positions within the first five years can be reduced or eliminated, schools and students will benefit. Advisors/Committee Members: Roger Worner, Kay Worner, James Johnson.

Subjects/Keywords: Novice Teacher; Attrition; Minnesota; Rural; Educational Leadership

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APA (6^th Edition):

Sutlief, P. (2019). A Quantitative Study of Factors Contributing to Early Career Teachers Leaving Their Positions in Rural, Central Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/67

Chicago Manual of Style (16^th Edition):

Sutlief, Patrick. “A Quantitative Study of Factors Contributing to Early Career Teachers Leaving Their Positions in Rural, Central Minnesota.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed January 20, 2021. https://repository.stcloudstate.edu/edad_etds/67.

MLA Handbook (7^th Edition):

Sutlief, Patrick. “A Quantitative Study of Factors Contributing to Early Career Teachers Leaving Their Positions in Rural, Central Minnesota.” 2019. Web. 20 Jan 2021.

Vancouver:

Sutlief P. A Quantitative Study of Factors Contributing to Early Career Teachers Leaving Their Positions in Rural, Central Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Jan 20]. Available from: https://repository.stcloudstate.edu/edad_etds/67.

Council of Science Editors:

Sutlief P. A Quantitative Study of Factors Contributing to Early Career Teachers Leaving Their Positions in Rural, Central Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/edad_etds/67

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Open Access Theses and Dissertations