You searched for +publisher:"University of Oklahoma" +contributor:("Garn, Gregg").
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University of Oklahoma
1.
McDaniel, Lynda Sue.
Leadership Effectiveness During Implementation of Reader Intervention at Elementary Schools in Oklahoma.
Degree: PhD, 2011, University of Oklahoma
URL: http://hdl.handle.net/11244/320315 
► Students defined as at-risk failed to meet designated benchmarks on either the beginning of the year and the end of the year Dynamic Indicators of…
(more)
▼ Students defined as at-risk failed to meet designated benchmarks on either the beginning of the year and the end of the year Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Institute for the Development of Educational Achievement [Institute], 2002) assessments. Student assessment data for 1,038 students was collected and analyzed to determine the success of the reading initiative and its relationship to the Principal Leadership Questionnaire. Student scores were correlated to the perceptions the teachers held of their principal\'s behavior questionnaire (PLQ). A significant negative correlation was found (r = -.09, r2 = .01, p < .005) when the student\'s reading achievement was correlated to the total principal leadership score. Achievement was positively related to student grade level (r = .10, r2 =.01, p < .005) but not related to the student\'s gender (r = -.02, r2 = .00, p = .45).
Advisors/Committee Members: Garn, Gregg (advisor).
Subjects/Keywords: Elementary school principals – Oklahoma; Educational leadership; Reading (Primary)
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APA (6th Edition):
McDaniel, L. S. (2011). Leadership Effectiveness During Implementation of Reader Intervention at Elementary Schools in Oklahoma. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320315
Chicago Manual of Style (16th Edition):
McDaniel, Lynda Sue. “Leadership Effectiveness During Implementation of Reader Intervention at Elementary Schools in Oklahoma.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/320315.
MLA Handbook (7th Edition):
McDaniel, Lynda Sue. “Leadership Effectiveness During Implementation of Reader Intervention at Elementary Schools in Oklahoma.” 2011. Web. 07 Jul 2020.
Vancouver:
McDaniel LS. Leadership Effectiveness During Implementation of Reader Intervention at Elementary Schools in Oklahoma. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/320315.
Council of Science Editors:
McDaniel LS. Leadership Effectiveness During Implementation of Reader Intervention at Elementary Schools in Oklahoma. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/320315
University of Oklahoma
2.
Shelkett, Gene.
Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district.
Degree: EdD, 2010, University of Oklahoma
URL: http://hdl.handle.net/11244/318890
► The purpose of this study was to analyze through a set of interpretive and pragmatic theoretical lenses the perceptions of the middle school teachers, principals,…
(more)
▼ The purpose of this study was to analyze through a set of interpretive and pragmatic theoretical lenses the perceptions of the middle school teachers, principals, and administrators of one school district's transition from junior high school to middle school. The junior high school was conceived primarily as a downward extension of secondary education organized by subjects and departments with a grade-level configuration that usually includes ninth grade. The middle school was conceived as a more child-centered institution with responsive practices and a more varied curriculum. Such practices address curriculum, pedagogy, social elements, emotional needs, physical needs, professional development, and interdisciplinary teaming. The theoretical framework of this study was the individual perception to understanding the effectiveness of transitioning from junior high schools to middle schools and generated the overall research question: In one suburban district, how did the teacher's, principal's, and central office administrators' perceptions of the organizational transition from junior high to middle school compare and contrast? A case study was chosen for this research that relied upon surveys, interviews, and document analysis to address the research question. The study showed there were many similarities in the perceptions of teachers, principals, and administrators with the implementation of middle school components. These include appropriate planning times, staff competency on middle school education, a teaching staff skilled in the ability to work with students, and parents receiving regular feedback regarding the student's progress. The results of the study also showed a difference in the perception of teacher involvement; staff moral; staff cooperation and support of each other; and use of the advisory component of the middle school concept.
Advisors/Committee Members: Garn, Gregg A. (advisor).
Subjects/Keywords: Organizational change – Case studies; Middle school teachers – Training of – Case studies; Educational planning – Case studies; School improvement programs – Case studies; Middle schools – Administration
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APA (6th Edition):
Shelkett, G. (2010). Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318890
Chicago Manual of Style (16th Edition):
Shelkett, Gene. “Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/318890.
MLA Handbook (7th Edition):
Shelkett, Gene. “Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district.” 2010. Web. 07 Jul 2020.
Vancouver:
Shelkett G. Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/318890.
Council of Science Editors:
Shelkett G. Transitioning from junior high to middle school: A case study of teachers' and administrators' perceptions from one suburban school district. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318890
University of Oklahoma
3.
Wheat, Kathy J.
THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS.
Degree: PhD, 2011, University of Oklahoma
URL: http://hdl.handle.net/11244/319170
► The aims of social justice in education are defined and procedurally mandated in tenets of special education law. The history of special education services is…
(more)
▼ The aims of social justice in education are defined and procedurally mandated in tenets of special education law. The history of special education services is replete with examples of underrepresentation and overrepresentation of student populations. This case study sought to understand teachers' responses to students' challenging behaviors and their subsequent use of referrals for students for special education services through the lens of social justice theory. Teacher pre-interview questionnaires, interviews, surveys, and archival data were collected and analyzed for meaning. Findings and themes for the study revealed teachers' experiences with students who demonstrate challenging behaviors prompt referrals based on specific criteria, indicate needs for more and better training to support students with special needs, teachers address problematic and challenging behaviors, and teachers are unsure of the meaning and terms of educational equity and social justice, as well as the implications for students with special needs.
Advisors/Committee Members: Garn, Gregg (advisor).
Subjects/Keywords: Teachers of problem children – Psychology; Teaching – Social aspects; Children with social disabilities – Education; Problem children – Education; Problem youth – Education; Social justice
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APA (6th Edition):
Wheat, K. J. (2011). THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319170
Chicago Manual of Style (16th Edition):
Wheat, Kathy J. “THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/319170.
MLA Handbook (7th Edition):
Wheat, Kathy J. “THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS.” 2011. Web. 07 Jul 2020.
Vancouver:
Wheat KJ. THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/319170.
Council of Science Editors:
Wheat KJ. THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/319170
University of Oklahoma
4.
Jaques, Shelley Jayne.
THE PERCEPTIONS OF ADMINISTRATORS IN THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES: A CASE STUDY IN AN OKLAHOMA SCHOOL DISTRICT.
Degree: PhD, 2010, University of Oklahoma
URL: http://hdl.handle.net/11244/318659
► This case study was designed to investigate the perception of elementary principals in implementing professional learning communities (PLCs) in one school district's school-wide initiative. The…
(more)
▼ This case study was designed to investigate the perception of elementary principals in implementing professional learning communities (PLCs) in one school district's school-wide initiative. The PLC program initiative was implemented in June of 2006 as a way to build collegiality and collaboration among the staff through discussions about student learning and best instructional practices. Two schools were selected based on specific criteria. Although both schools began implementing PLC principles at the same time, one was fully implemented and the other was still in the initial stages. The study assessed the perceptions of the elementary school teachers and principals through the use of the Professional Learning Community Assessment Revised (PLCA-R), individual interviews with two elementary principals, and document analysis. The five domains of the PLC- shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice and supportive conditions -relationships, and supportive conditions-structures (Hord 1997, 2004; Huffman & Hipp 2003), were used as the framework to examine this case. Four additional themes that emerged from this study were student needs, principal's role, components for sustainability, and obstacles.
Advisors/Committee Members: Garn, Gregg||Vaughn, Courtney (advisor).
Subjects/Keywords: Professional learning communities – Case studies; Elementary school principals – Oklahoma – Attitudes; Professional learning communities – Oklahoma – Public opinion; Public opinion – Oklahoma
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APA ·
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APA (6th Edition):
Jaques, S. J. (2010). THE PERCEPTIONS OF ADMINISTRATORS IN THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES: A CASE STUDY IN AN OKLAHOMA SCHOOL DISTRICT. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318659
Chicago Manual of Style (16th Edition):
Jaques, Shelley Jayne. “THE PERCEPTIONS OF ADMINISTRATORS IN THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES: A CASE STUDY IN AN OKLAHOMA SCHOOL DISTRICT.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/318659.
MLA Handbook (7th Edition):
Jaques, Shelley Jayne. “THE PERCEPTIONS OF ADMINISTRATORS IN THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES: A CASE STUDY IN AN OKLAHOMA SCHOOL DISTRICT.” 2010. Web. 07 Jul 2020.
Vancouver:
Jaques SJ. THE PERCEPTIONS OF ADMINISTRATORS IN THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES: A CASE STUDY IN AN OKLAHOMA SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/318659.
Council of Science Editors:
Jaques SJ. THE PERCEPTIONS OF ADMINISTRATORS IN THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES: A CASE STUDY IN AN OKLAHOMA SCHOOL DISTRICT. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318659
University of Oklahoma
5.
McDaniel, Kartina Sullivan.
National Board Certification and Student Achievement in Title I Schools.
Degree: EdD, 2010, University of Oklahoma
URL: http://hdl.handle.net/11244/318778
► The state of Oklahoma and the federal government have spent hundreds of millions of dollars over the past decade in pursuit of expanding the National…
(more)
▼ The state of
Oklahoma and the federal government have spent hundreds of millions of dollars over the past decade in pursuit of expanding the National Board for Professional Teaching Standards (NBPTS) as a means of ensuring highly qualified teachers for every student. This study aimed to discover whether or not there was any relationship between teachers who attained the National Board Certification and higher student achievement in Title I schools over one academic school year. The researcher examined the reading and math benchmark scores of 610 third, fourth, and fifth grade students in 16 Title I schools from an urban fringe school district. The purpose was to measure the differential achievement effect attributed to National Board Certified Teachers (NBCT). Results suggested that NBCT was not a significant predictor of student achievement among students in the sample.
Advisors/Committee Members: Adams, Curt||Garn, Gregg (advisor).
Subjects/Keywords: Poor children – Education (Elementary) – United States; Academic achievement – United States; Teachers – Certification – United States
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APA (6th Edition):
McDaniel, K. S. (2010). National Board Certification and Student Achievement in Title I Schools. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318778
Chicago Manual of Style (16th Edition):
McDaniel, Kartina Sullivan. “National Board Certification and Student Achievement in Title I Schools.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/318778.
MLA Handbook (7th Edition):
McDaniel, Kartina Sullivan. “National Board Certification and Student Achievement in Title I Schools.” 2010. Web. 07 Jul 2020.
Vancouver:
McDaniel KS. National Board Certification and Student Achievement in Title I Schools. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/318778.
Council of Science Editors:
McDaniel KS. National Board Certification and Student Achievement in Title I Schools. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318778
University of Oklahoma
6.
Ballard, Stephen.
An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency.
Degree: PhD, 2016, University of Oklahoma
URL: http://hdl.handle.net/11244/34799
► From 2009 to 2014, school districts in Oklahoma faced the challenge of educating a growing population of students to high academic standards and increased accountability…
(more)
▼ From 2009 to 2014, school districts in
Oklahoma faced the challenge of educating a growing population of students to high academic standards and increased accountability while state aid has been restricted to flat or negative levels annually. These circumstances have left many stakeholders concerned about the adequacy of education funding in
Oklahoma.
There is no evidence of empirical research into the issue of school funding adequacy in
Oklahoma between the years of 2005 and 2015. Therefore, this study presents new knowledge about how district spending correlates with student achievement as an indication of the level of
Oklahoma education funding adequacy. The results and conclusions provide perceptions of the current financial condition to assist the reader in judging whether changes are necessary to improve fiscal support for schools.
This study incorporated the Successful School District model of analysis and binary logistic regression to discover how instructional and administrative expenditures related to high levels of academic achievement. The analysis compared two groups of school districts that were demographically similar yet displayed varying degrees of academic achievement in order to determine if there was a statistically significant difference in their spending.
Advisors/Committee Members: Maiden, Jeffrey (advisor), Garn, Gregg (committee member), Gutierrez, Kathrine (committee member), Vaughn, Courtney (committee member), Hong, Ji (committee member).
Subjects/Keywords: Education Finance and Education Policy; School Funding; Adequacy
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APA (6th Edition):
Ballard, S. (2016). An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/34799
Chicago Manual of Style (16th Edition):
Ballard, Stephen. “An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/34799.
MLA Handbook (7th Edition):
Ballard, Stephen. “An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency.” 2016. Web. 07 Jul 2020.
Vancouver:
Ballard S. An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/34799.
Council of Science Editors:
Ballard S. An Examination Of Oklahoma Education Funding Adequacy And District Spending Efficiency. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/34799
University of Oklahoma
7.
Bark, Tracey.
Bureaucracies and the Supply of Information in Higher Education Policy.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319655
► Most discussions of the policy process begin with and focus on the legislative branch, as this is the institution most directly responsible for crafting policies.…
(more)
▼ Most discussions of the policy process begin with and focus on the legislative branch, as this is the institution most directly responsible for crafting policies. Many also bring the chief executive or interest group lobbyists into the equation through the study of executive orders and campaign contributions. In contrast, very few of these types of discussions mention the bureaucracy as an actor in this process. This project strives to rectify this oversight by investigating the role of bureaucratic agencies in directing public policy, most notably in the early stages of problem definition and agenda setting. In particular, this project views bureaucratic agencies as key providers of information on which legislation is based.
To support this argument, I draw on a number of academic literatures, including theories of attention dynamics, institutional friction, and higher education governance. At the nexus of these literatures lies the basis for the overarching theoretical argument made in this project: the influence of bureaucratic organizations on the policy process can be substantial, but is conditioned by the structural characteristics of the agency in question. This assertion is supported empirically by analyses of an original dataset drawn from the annual reports of higher education governance bodies and state legislation related to higher education in two archetypal states. The methodologies used include assessments of various distributional characteristics, correlations, and regression models.
The findings from these models demonstrate institutional structure can have a substantial impact on the agendas of bureaucratic organizations. A highly centralized organization is limited in its ability to attend to a broad array of substantive topics at once, resulting in a narrower and more volatile agenda. This in turn leads to greater difficulty in influencing legislative debates. A less centralized organization, however, is better able to maintain attention on a large number of issues simultaneously. This allows an agency to have a broader and more stable agenda, facilitating greater influence on subsequent bill introductions in the state legislature.
Overall, the results demonstrate support for the central hypothesis in that the decentralized organization (the Illinois Board of Higher Education) had tangible impacts on its state’s legislature while the centralized organization (the Kansas Board of Regents) did not. These findings deepen our understanding of the impacts of bureaucratic structure on agency outputs and suggest that bureaucrats can have a broader role in the policy process than often recognized through the information they provide to legislators. Additionally, this study connects theories of agenda setting and problem definition to the state level and produces a dataset for future exploration of similar questions.
Advisors/Committee Members: Workman, Samuel (advisor), Fryar, Alisa Hicklin (advisor), Carlson, Deven (committee member), Robinson, Scott (committee member), Garn, Gregg (committee member), Koski, Chris (committee member).
Subjects/Keywords: Bureaucracy; Higher Education; Public Policy; Agenda Setting
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APA (6th Edition):
Bark, T. (2019). Bureaucracies and the Supply of Information in Higher Education Policy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319655
Chicago Manual of Style (16th Edition):
Bark, Tracey. “Bureaucracies and the Supply of Information in Higher Education Policy.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/319655.
MLA Handbook (7th Edition):
Bark, Tracey. “Bureaucracies and the Supply of Information in Higher Education Policy.” 2019. Web. 07 Jul 2020.
Vancouver:
Bark T. Bureaucracies and the Supply of Information in Higher Education Policy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/319655.
Council of Science Editors:
Bark T. Bureaucracies and the Supply of Information in Higher Education Policy. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319655
University of Oklahoma
8.
Hime, Shawn.
THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS.
Degree: PhD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/50917
► ABSTRACT The purpose for conducting this study was to examine the extent to which students in districts that have moderate or significant levels of capital…
(more)
▼ ABSTRACT
The purpose for conducting this study was to examine the extent to which students in districts that have moderate or significant levels of capital funding through building and bond funds are placed at a relative resource advantage compared to students in districts with fewer funds from these two sources. Additionally, the study examines the extent to which crossover funding impacts the equity of current education fiscal support. To accomplish this purpose three research questions were considered:
The first research question asked, were there statistically significant differences in resources among
Oklahoma school districts with low, moderate, or high levels of capital revenues derived from building fund and bond yields during fiscal year 2016? An Analysis of Variance (ANOVA) was used to answer research question 1. The conclusions from question 1 include:
• the ability to support capital expenditures appears to have a meaningful effect on current expenditure levels and
• districts that are able to support relatively higher levels of capital expenditures are able to support significantly higher levels of average teacher salaries.
The second research question asked, what were the effects of crossover funding on the resource accessibility of the
Oklahoma education finance system during fiscal years 2012-2016? The conclusions for research question 2 include:
• current expenditures maintained a relatively high level of resource accessibility among districts and
• capital expenditures demonstrated a relatively low level of resource accessibility throughout the distribution.
Research question 3 asked, what were the effects of crossover funding on the wealth neutrality of the
Oklahoma education finance system during fiscal years 2012-2016? The Gini Coefficient, McLoone Index, and Coefficient of Determination were used to ascertain the level of wealth neutrality of the indicated data. The conclusions for research question 3 include:
• Current expenditures were highly wealth neutral, again indicating that the state funding formula is functioning accordingly and
• capital expenditures were not wealth neutral, across the distribution of school districts.
Advisors/Committee Members: Maiden, Jeffrey (advisor), Garn, Gregg (committee member), Gutierrez, Kathrine (committee member), Jones, John (committee member), Hennessey, Maeghan (committee member).
Subjects/Keywords: School Finance; Oklahoma School Funding Equity; Capital Equity; Current Per Pupil Expenditures Equity
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APA ·
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APA (6th Edition):
Hime, S. (2017). THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50917
Chicago Manual of Style (16th Edition):
Hime, Shawn. “THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/50917.
MLA Handbook (7th Edition):
Hime, Shawn. “THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS.” 2017. Web. 07 Jul 2020.
Vancouver:
Hime S. THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/50917.
Council of Science Editors:
Hime S. THE IMPACT OF THE INEQUITY OF CAPITAL IMPROVEMENT REVENUE ON THE EQUITY OF CURRENT EDUCATIONAL EXPENDITURES IN OKLAHOMA SCHOOLS. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50917
University of Oklahoma
9.
Hoskinson, Heidi.
The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/301623
► This quantitative study focuses on ten small, private colleges and universities affiliated with the Kansas Collegiate Athletic Association of the National Association of Intercollegiate Athletics…
(more)
▼ This quantitative study focuses on ten small, private colleges and universities affiliated with the Kansas Collegiate Athletic Association of the National Association of Intercollegiate Athletics (NAIA). The research question examines the relationship between increased per-student athletic spending and application volume, admissions and overall enrollment gains at member institutions.
The literature review examines the positive impact that athletics has on admissions at large NCAA colleges and universities. Research concerning strategic enrollment management, the economics of athletics, the return on investment (ROI) of athletic expenditures and college choice theory are surveyed. Limited literature references small colleges.
The quantitative study analyzed historical data using a logistical regression design. The findings reveal that increases in per-student athletic spending had no statistically significant effect over the 14-year study period. Findings did show that an increase in institutional per-student spending did have a modest effect on both admissions admission applications and enrollment; however, the results were non-significant.
Recommendations suggest that small colleges and universities may struggle over time to sustain exponential athletic expenditures if enrollment gains are not realized in tandem with spending.
Advisors/Committee Members: Vargas, Juanita (advisor), Garn, Gregg (committee member), Houston, Derek (committee member), Pope, Myron (committee member), Crowson, Howard M. (committee member).
Subjects/Keywords: Intercollegiate Athletics; Small Colleges and Universities; Enrollment Management; Athletic Spending and Admissions
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APA (6th Edition):
Hoskinson, H. (2018). The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301623
Chicago Manual of Style (16th Edition):
Hoskinson, Heidi. “The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/301623.
MLA Handbook (7th Edition):
Hoskinson, Heidi. “The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities.” 2018. Web. 07 Jul 2020.
Vancouver:
Hoskinson H. The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/301623.
Council of Science Editors:
Hoskinson H. The Effect of Increasing Intercollegiate Athletic Program Spending on Enrollment at Small Colleges and Universities. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301623
University of Oklahoma
10.
Thomas, Jan.
RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA.
Degree: EdD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7914
► Abstract The purpose of this qualitative analysis utilizing a hierarchical multiple regression analysis and a one-way analysis of covariance (ANCOVA) was to investigate whether the…
(more)
▼ Abstract
The purpose of this qualitative analysis utilizing a hierarchical multiple regression analysis and a one-way analysis of covariance (ANCOVA) was to investigate whether the allocation of Title I monies affect the academic achievement of students attending Title I schools in Southwest
Oklahoma. This investigation analyzed standardized test scores of Title I and non-Title I sixth through eighth graders in the areas of reading and math from 2009-2012. Data were mined from existing school financial and testing archives. Four questions framed this study: What are the trends and relationship between Title I expenditures and middle school reading and math achievement, controlling for overall expenditures, gender, special education, and socioeconomic status, and are there differences in reading and math achievement between students in Title I schools and non-Title schools, controlling for overall expenditures, gender, special education, and socioeconomic status. The results in a partial correlation indicated no significant association between expenditures and reading and math achievement. The further hierarchical analysis found no effect on Title I expenditures when controlling for overall expenditures, gender, special education, and socioeconomic status. The results of the ANCOVA analysis comparing Title I and non-Title I schools were similar and revealed no significant difference in math and reading achievement score between Title I and non-Title I schools. These findings conclude Title I funding does allow for the equalization of Title I schools compared to Non-Title I schools in the district.
Advisors/Committee Members: Maiden, Jeffery (advisor), Garn, Gregg (committee member), Vaughn, Courtney (committee member), Ge, Xun (committee member), Polk, Jamie (committee member).
Subjects/Keywords: Education; Administration.
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APA (6th Edition):
Thomas, J. (2013). RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7914
Chicago Manual of Style (16th Edition):
Thomas, Jan. “RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/7914.
MLA Handbook (7th Edition):
Thomas, Jan. “RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA.” 2013. Web. 07 Jul 2020.
Vancouver:
Thomas J. RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/7914.
Council of Science Editors:
Thomas J. RELATIONSHIP BETWEEN TITLE I FUNDING AND STANDARDIZED TEST SCORES OF TITLE I AND NON-TITLE I MIDDLE SCHOOLS IN SOUTHWEST OKLAHOMA. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7914
University of Oklahoma
11.
Beck, Scott.
Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14668
► Over the course of the past several decades, the principalship has shifted dramatically. Neo-liberal inspired accountability pressures and increasing societal demands have increased the workload…
(more)
▼ Over the course of the past several decades, the principalship has shifted dramatically. Neo-liberal inspired accountability pressures and increasing societal demands have increased the workload of those who lead schools. With mounting job responsibilities and often, fewer resources to work with, principals are being pushed to the limit.
A documented principal shortage coupled with the impacts of broad school reform efforts and a shift toward corporate-style accountability have created a turbulent environment for principals to do their work. In this challenging era, it becomes more essential than ever to develop a clearer picture of the work of the school principal.
Utilizing qualitative autoethnography as a research method, this study seeks to examine role conceptualization within the principalship. Through a lens of distributed leadership and role theory, a highly contextualized portrait of one principal’s experience provides a template for self-reflexive practice for practitioners and insight for those responsible for training and supporting principals.
Advisors/Committee Members: Frick, William (advisor), Mackey, Hollie (committee member), Baines, Lawrence (committee member), Garn, Gregg (committee member), Cate, Jean (committee member).
Subjects/Keywords: Role School Principal Leadership
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APA (6th Edition):
Beck, S. (2015). Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14668
Chicago Manual of Style (16th Edition):
Beck, Scott. “Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/14668.
MLA Handbook (7th Edition):
Beck, Scott. “Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship.” 2015. Web. 07 Jul 2020.
Vancouver:
Beck S. Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/14668.
Council of Science Editors:
Beck S. Principal. Me. An Autoethnographic Analysis of Role Conceptualization Within the Principalship. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14668
University of Oklahoma
12.
Byerly, Channa.
THE IMPACT OF THE FOUR-DAY SCHOOL WEEK, DISTRICT FINANCIAL DECISIONS, AND CHARACTERISTICS ON TEACHER RETENTION.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319735
► This study is a non-experimental quantitative design exploring teacher retention in Oklahoma by looking at variables including district level decisions and characteristics. The population in…
(more)
▼ This study is a non-experimental quantitative design exploring teacher retention in
Oklahoma by looking at variables including district level decisions and characteristics. The population in the study included 521 public school districts. This study has been broken into two distinct data analysis phases using hierarchical linear modeling to measure the relationship between the study predictive variables and teacher retention. The first analysis was conducted using time-varying variables at the district-level. The second phase of the analysis was conducted using time-invariant variables. Data were collected over a five-year time period, 2013-2017. This study found statistically significant relationships between higher teacher salaries, instructional and support resources, and proximity of the district to teacher retention. In addition, the study indicated a four-day workweek, administrative expenditures, and percent of economically disadvantaged students were significantly and inversely related to teacher retention.
Advisors/Committee Members: Maiden, Jeffrey (advisor), Crowson, Howard (committee member), Branch, Gracie (committee member), Garn, Gregg (committee member), Jones, John (committee member).
Subjects/Keywords: Teacher Retention
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APA (6th Edition):
Byerly, C. (2019). THE IMPACT OF THE FOUR-DAY SCHOOL WEEK, DISTRICT FINANCIAL DECISIONS, AND CHARACTERISTICS ON TEACHER RETENTION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319735
Chicago Manual of Style (16th Edition):
Byerly, Channa. “THE IMPACT OF THE FOUR-DAY SCHOOL WEEK, DISTRICT FINANCIAL DECISIONS, AND CHARACTERISTICS ON TEACHER RETENTION.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/319735.
MLA Handbook (7th Edition):
Byerly, Channa. “THE IMPACT OF THE FOUR-DAY SCHOOL WEEK, DISTRICT FINANCIAL DECISIONS, AND CHARACTERISTICS ON TEACHER RETENTION.” 2019. Web. 07 Jul 2020.
Vancouver:
Byerly C. THE IMPACT OF THE FOUR-DAY SCHOOL WEEK, DISTRICT FINANCIAL DECISIONS, AND CHARACTERISTICS ON TEACHER RETENTION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/319735.
Council of Science Editors:
Byerly C. THE IMPACT OF THE FOUR-DAY SCHOOL WEEK, DISTRICT FINANCIAL DECISIONS, AND CHARACTERISTICS ON TEACHER RETENTION. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319735
University of Oklahoma
13.
Canady, Jacque.
An Evaluation of a Professional Development Program for Elementary Mathematics.
Degree: EdD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/52929
► This program evaluation sought to determine the effectiveness of a mathematics professional development program. The population for this study included 61 teachers, all who taught…
(more)
▼ This program evaluation sought to determine the effectiveness of a mathematics professional development program. The population for this study included 61 teachers, all who taught elementary math to regular, special education or alternative school students. The researcher provided descriptive statistics using graphs and quotes from teacher participants to answer three questions related to the desired teacher participant outcomes: Did teacher participants increase their mathematics instruction efficacy? Did teacher participants improve their instructional preparedness to teach mathematics content? Did the mathematics content knowledge of teacher participants increase?
Program evaluation was determined by analyzing the relationships of the teacher participants to various proposed outcomes, including teacher efficacy, mathematics pedagogy, and content knowledge. It also reviews theories related to adult learning and self-efficacy, as well as social cognitive learning.
Advisors/Committee Members: Forsyth, Patrick (advisor), Adams, Curt (advisor), Edwards, Beverly (committee member), Garn, Gregg (committee member), Ethridge, Libby (committee member).
Subjects/Keywords: professional development elementary math teachers
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APA (6th Edition):
Canady, J. (2017). An Evaluation of a Professional Development Program for Elementary Mathematics. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/52929
Chicago Manual of Style (16th Edition):
Canady, Jacque. “An Evaluation of a Professional Development Program for Elementary Mathematics.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/52929.
MLA Handbook (7th Edition):
Canady, Jacque. “An Evaluation of a Professional Development Program for Elementary Mathematics.” 2017. Web. 07 Jul 2020.
Vancouver:
Canady J. An Evaluation of a Professional Development Program for Elementary Mathematics. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/52929.
Council of Science Editors:
Canady J. An Evaluation of a Professional Development Program for Elementary Mathematics. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/52929
University of Oklahoma
14.
Reynolds, Tammie.
THE IMPACT OF CAPITAL OUTLAY INEQUITIES ON SCHOOL DISTRICT COST SAVING MEASURES IN A CLIMATE OF BUDGET REDUCTIONS.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319729
► The purpose for conducting this study was to determine whether inequitable capital outlay capacity, as defined by district valuation, was associated statistically with the following…
(more)
▼ The purpose for conducting this study was to determine whether inequitable capital outlay capacity, as defined by district valuation, was associated statistically with the following cost-saving measures: implementation of a 4-day school week, reduction in instructional time, or increasing class sizes. Traditionally, these cost-saving measures are associated with expenditures in a schools district’s general fund; however, the current study builds upon previous research by Hime and Maiden (2017) who documented an advantage for districts with healthy capital outlay from “crossover funding,” which are expenditures allowable from multiple revenue sources. The utilization of crossover funding creates a disequalizing effect on equitably distributed revenue. When budget reductions occur in state aid, logic follows all districts should be equally impacted because the revenue is distributed equitably. Therefore, district wealth should not be associated with these operational cost-saving measures. This study found statistically significant relationships between schools districts’ per-pupil valuations, a 4-day school week, reductions in instructional time, and increased class sizes, indicating that inequitable capital funding in
Oklahoma was associated with a decrease in equity for state aid revenue. Specifically, class sizes were inversely associated with district wealth across all years of the study. The results indicate the more than 600,000
Oklahoma students in districts with low property values are disadvantaged by larger classes, a 4-day school week, and a decreased amount of instructional time compared to their peers in wealthier districts.
Advisors/Committee Members: Maiden, Jeffrey (advisor), Garn, Gregg (committee member), Jones, John (committee member), Branch, Mary Gracie (committee member), Crowson, Howard Michael (committee member).
Subjects/Keywords: Education; Finance; Capital Outlay
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Manager
APA (6th Edition):
Reynolds, T. (2019). THE IMPACT OF CAPITAL OUTLAY INEQUITIES ON SCHOOL DISTRICT COST SAVING MEASURES IN A CLIMATE OF BUDGET REDUCTIONS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319729
Chicago Manual of Style (16th Edition):
Reynolds, Tammie. “THE IMPACT OF CAPITAL OUTLAY INEQUITIES ON SCHOOL DISTRICT COST SAVING MEASURES IN A CLIMATE OF BUDGET REDUCTIONS.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/319729.
MLA Handbook (7th Edition):
Reynolds, Tammie. “THE IMPACT OF CAPITAL OUTLAY INEQUITIES ON SCHOOL DISTRICT COST SAVING MEASURES IN A CLIMATE OF BUDGET REDUCTIONS.” 2019. Web. 07 Jul 2020.
Vancouver:
Reynolds T. THE IMPACT OF CAPITAL OUTLAY INEQUITIES ON SCHOOL DISTRICT COST SAVING MEASURES IN A CLIMATE OF BUDGET REDUCTIONS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/319729.
Council of Science Editors:
Reynolds T. THE IMPACT OF CAPITAL OUTLAY INEQUITIES ON SCHOOL DISTRICT COST SAVING MEASURES IN A CLIMATE OF BUDGET REDUCTIONS. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319729
University of Oklahoma
15.
Wells, Cacey.
MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319564
► Authentic teaching and learning practices have been part of the educational landscape for over two decades and include student-centered approaches such as construction of knowledge,…
(more)
▼ Authentic teaching and learning practices have been part of the educational landscape for over two decades and include student-centered approaches such as construction of knowledge, disciplined inquiry, and finding value in learning beyond school. Literature often defines authentic teaching without discussing cultural contexts and learning environments. This case study examined two mathematics teachers in a culturally diverse, urban school looking specifically at their curricula and instructional practices. Taking into consideration both internal and external factors, teachers were found to extend practices associated with authentic teaching and learning, while also integrating elements of culturally relevant pedagogies.
Findings for this case study include teachers enacting curricula that are driven by both students’ and teachers’ interests, integrating high levels of care into mathematics curriculum and instruction, and sharing responsibility for student learning. Further, teachers were observed co-creating unique classroom cultures with their students. This was made possible due to teachers’ vulnerability with students, while also persevering through internal and external constraints and limitations.
Advisors/Committee Members: Reeder, Stacy (advisor), Houser, Neil (committee member), Garn, Gregg (committee member), Ruan, Jiening (committee member), Heidi, Torres (committee member).
Subjects/Keywords: Authentic Teaching; Culturally Relevant Teaching; Co-created Classrooms; Teaching with Care
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APA (6th Edition):
Wells, C. (2019). MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319564
Chicago Manual of Style (16th Edition):
Wells, Cacey. “MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/319564.
MLA Handbook (7th Edition):
Wells, Cacey. “MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS.” 2019. Web. 07 Jul 2020.
Vancouver:
Wells C. MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/319564.
Council of Science Editors:
Wells C. MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319564
University of Oklahoma
16.
Ellis, Shelly.
SCHOOL COUNSELORS’ LEADERSHIP PARTICIPATION AND THE IMPACT OF INDIVIDUAL DEMOGRAPHICS AND SCHOOL ORGANIZATIONAL CHARACTERISTICS IN OKLAHOMA SCHOOLS.
Degree: PhD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/52769
► This dissertation examines the perceptions of Oklahoma school counselors’ participation in school leadership and the effect their individual demographics or school organizational characteristics have on…
(more)
▼ This dissertation examines the perceptions of
Oklahoma school counselors’ participation in school leadership and the effect their individual demographics or school organizational characteristics have on these perceptions. Previous research calls for school counselors to play a role in the leadership of the school and indicates the relationship with the building principal plays a significant role in their participation. The School Counselor Leadership Survey (SCLS), developed by Dr. Anita Young and Dr. Julia Bryan (2015), was used to survey 399 school counselors in
Oklahoma. Descriptive statistics and multiple variate analysis (MANOVA) were used to analyze the data. Findings indicate school counselors’ leadership perceptions are independent of their demographics and the characteristics of their school organization. This study advances our understanding of
Oklahoma school counselors’ perceptions of their leadership within their schools and provides implications for practicing school administrators and school counselors,
university school administration and school counselor preparatory programs, and for State Departments of Education.
Advisors/Committee Members: Maiden, Jeff (advisor), Frick, Wiliam (committee member), Garn, Gregg (committee member), Rockey, Robbins (committee member), Williams, Leslie (committee member).
Subjects/Keywords: School leadership; School Counselor Leadership
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Export
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APA (6th Edition):
Ellis, S. (2017). SCHOOL COUNSELORS’ LEADERSHIP PARTICIPATION AND THE IMPACT OF INDIVIDUAL DEMOGRAPHICS AND SCHOOL ORGANIZATIONAL CHARACTERISTICS IN OKLAHOMA SCHOOLS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/52769
Chicago Manual of Style (16th Edition):
Ellis, Shelly. “SCHOOL COUNSELORS’ LEADERSHIP PARTICIPATION AND THE IMPACT OF INDIVIDUAL DEMOGRAPHICS AND SCHOOL ORGANIZATIONAL CHARACTERISTICS IN OKLAHOMA SCHOOLS.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/52769.
MLA Handbook (7th Edition):
Ellis, Shelly. “SCHOOL COUNSELORS’ LEADERSHIP PARTICIPATION AND THE IMPACT OF INDIVIDUAL DEMOGRAPHICS AND SCHOOL ORGANIZATIONAL CHARACTERISTICS IN OKLAHOMA SCHOOLS.” 2017. Web. 07 Jul 2020.
Vancouver:
Ellis S. SCHOOL COUNSELORS’ LEADERSHIP PARTICIPATION AND THE IMPACT OF INDIVIDUAL DEMOGRAPHICS AND SCHOOL ORGANIZATIONAL CHARACTERISTICS IN OKLAHOMA SCHOOLS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/52769.
Council of Science Editors:
Ellis S. SCHOOL COUNSELORS’ LEADERSHIP PARTICIPATION AND THE IMPACT OF INDIVIDUAL DEMOGRAPHICS AND SCHOOL ORGANIZATIONAL CHARACTERISTICS IN OKLAHOMA SCHOOLS. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/52769
University of Oklahoma
17.
Bell, Elizabeth.
Free College for Whom? How Policy Design and Public Management Shape Program Access and Success.
Degree: Dr.P.H, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/321043
► Drawing on theory from political science, policy process, and policy analysis/evaluation, this project investigates the different streams by which policy design influences the effectiveness of…
(more)
▼ Drawing on theory from political science, policy process, and policy analysis/evaluation, this project investigates the different streams by which policy design influences the effectiveness of tuition-free college initiatives. My dissertation takes a different approach than previous literature by drawing connections across literature in policy process theory and public administration—including the social construction of target populations, administrative burden, and street-level bureaucracy—to formulate a holistic policy design framework. The central contention of my dissertation is that there are three main pathways through which policy design influences the success or failure of policy: political, administrative, and operational.
First, I argue that there is a fundamental tension between the most politically advantageous and the most effective policy design, with risk averse policymakers often choosing the former to remain in line with perceptions of fairness among the public. Second, I find that politically motivated policy designs are translated through administrative agencies by bureaucrats that exercise uneven uses of discretionary power, which translates to inequities in access to free college programs. Third, I find that the alignment of policy tools and eligibility requirements with client needs structure who benefits and who loses, which meaningfully impacts whether policy outcomes are aligned with policy goals. Together, this project leverages public policy and public administration theories on the social construction of target populations, administrative burden and street-level bureaucracy to better understand the conditions under which politically shaped governmental policies aimed at extending the ladder of opportunity will meaningfully reduce inequality in college access and success.
Advisors/Committee Members: Fryar, Alisa (advisor), Carlson, Deven (committee member), Workman, Samuel (committee member), Garn, Gregg (committee member), Ghosh Moulick, Abhisekh (committee member).
Subjects/Keywords: Higher Education Policy; Social Equity; Policy Design; Public Management
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APA (6th Edition):
Bell, E. (2019). Free College for Whom? How Policy Design and Public Management Shape Program Access and Success. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/321043
Chicago Manual of Style (16th Edition):
Bell, Elizabeth. “Free College for Whom? How Policy Design and Public Management Shape Program Access and Success.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/321043.
MLA Handbook (7th Edition):
Bell, Elizabeth. “Free College for Whom? How Policy Design and Public Management Shape Program Access and Success.” 2019. Web. 07 Jul 2020.
Vancouver:
Bell E. Free College for Whom? How Policy Design and Public Management Shape Program Access and Success. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/321043.
Council of Science Editors:
Bell E. Free College for Whom? How Policy Design and Public Management Shape Program Access and Success. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/321043
University of Oklahoma
18.
McConnell, Johnnie-Margaret.
Undergradaute Learning from Amateur Musicking: Rethinking the Music Academy's Deep-Gendered Hidden Curriculum through Narrative Inquiry.
Degree: PhD, 2019, University of Oklahoma
URL: http://hdl.handle.net/11244/319725
► U.S. higher education supports a deep-gendered view of art (Korsmeyer, 2004) perpetuated through the music academy’s cultivation of the individual artist for professional, competitive Western…
(more)
▼ U.S. higher education supports a deep-gendered view of art (Korsmeyer, 2004) perpetuated through the music academy’s cultivation of the individual artist for professional, competitive Western classical musicianship (Campbell, 2017; Kingsbury, 2001). This (White) “masculine” aim (Jorgensen, 2003) reflects “productive processes of society” associated with the public sphere of work, competition, and intellect (Martin, 1994) and devalues home musicianship and music for everyday living as “feminine,” including those culturally diverse “reproductive processes” that teach virtues such as care and generosity, along with culturally diverse musics that support informal, collaborative amateur musicianship. Recognizing gender’s intersectionality (Collins, 2016; Crenshaw, 1989), this study applies the label “deep-CF” to describe the latter musical values, in contrast to the dominant music-curricular values, here labeled “deep-WM.” Premised upon Christopher Small’s theory of “musicking” (1998) and Martin’s theory of “education as encounter” (2011), this study theorizes amateur musicking as deep-CF hidden curriculum (Martin, 1976). Deep-WM miseducation devalues amateur musicking (Dewey, 1934) and neglects those “musical hungers” (Laird, 2008) for knowledge, identity, and value that diverse students seek to satisfy through amateur musicking as they navigate “culture-crossings” (Martin, 2000) between home and world.
This hidden curriculum inquiry is a narrative inquiry (Clandinin and Connelly, 2000; 2013) that responds to Jorgensen’s call to research spaces where people come together to learn music as a “social, practical, musical, and political endeavor” (2009). The study gathers undergraduates’ stories about nourishment of their epistemological, ontological, and axiological learning in two elective-curricular ensembles (Jazz Choir and Steel Drum Band) and one co-curricular ensemble (Gospel Choir) at the
University of
Oklahoma in 2017. Undergraduates’ stories testify that these campus amateur musicking communities offer everyday musicalities, value altruism over egotism, develop culturally curious individuals, require independent musicianship, and provide respite from the daily pressures of academic life (Duchan, 2012; Green, 2001; Regelski, 2005; 2007). These ensembles’ deep-CF pedagogies reflect shared African Diaspora cultural values of communal, participatory music-making that incorporates physical movement, bold timbres, and improvisation (Burnim, 2015; Floyd, 1995; Maultsby, 1995). Students learned that music is a socially constructed cultural phenomenon and functional social action that can express individual and collective identities to unify people in a common cause (Rice, 2014, Slobin, 1993).
This curriculum inquiry’s thesis is that amateur musicking is a kind of collaborative self-education that responds to students’ musical hungers for knowledge, identity, connection and service. Its pedagogies are nourishing rather than perfectionist, diverse in character, contingent on cultural aesthetics, kind of group, curricular…
Advisors/Committee Members: Laird, Susan (advisor), Sherinian, Zoe (committee member), John, Covaleskie (committee member), Frick, William (committee member), Garn, Gregg (committee member).
Subjects/Keywords: Amateur; musicking; hidden curriculum; gender
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APA (6th Edition):
McConnell, J. (2019). Undergradaute Learning from Amateur Musicking: Rethinking the Music Academy's Deep-Gendered Hidden Curriculum through Narrative Inquiry. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319725
Chicago Manual of Style (16th Edition):
McConnell, Johnnie-Margaret. “Undergradaute Learning from Amateur Musicking: Rethinking the Music Academy's Deep-Gendered Hidden Curriculum through Narrative Inquiry.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/319725.
MLA Handbook (7th Edition):
McConnell, Johnnie-Margaret. “Undergradaute Learning from Amateur Musicking: Rethinking the Music Academy's Deep-Gendered Hidden Curriculum through Narrative Inquiry.” 2019. Web. 07 Jul 2020.
Vancouver:
McConnell J. Undergradaute Learning from Amateur Musicking: Rethinking the Music Academy's Deep-Gendered Hidden Curriculum through Narrative Inquiry. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/319725.
Council of Science Editors:
McConnell J. Undergradaute Learning from Amateur Musicking: Rethinking the Music Academy's Deep-Gendered Hidden Curriculum through Narrative Inquiry. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319725
University of Oklahoma
19.
Muller, Lisa.
Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program.
Degree: EdD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10333
► This program evaluation examines the Advancement Via Individual Determination (AVID) program at Jenks High School in Jenks, Oklahoma. AVID is a college readiness program designed…
(more)
▼ This program evaluation examines the Advancement Via Individual Determination (AVID) program at Jenks High School in Jenks,
Oklahoma. AVID is a college readiness program designed to prepare underachieving high school students for college. Jenks High School began the planning phase for its AVID program in 2005-2006, with implementation beginning with a freshman cohort during the 2006-2007 school year. The program evaluation was designed to determine whether, through the program’s “eleven essential elements,” AVID creates an environment promoting the development of self-regulated learning behaviors among program participants. In addition, the evaluation considers the inputs provided by the school district, the fidelity with which the eleven essential elements have been implemented, the degree of self-regulated learning behaviors program participants exhibit, and the extent to which the desired outcomes of increased levels of participation in advanced coursework, higher rates of high school graduation, and increased enrollment in postsecondary education have been achieved.
Advisors/Committee Members: Forsyth, Patrick (advisor), Adams, Curt (committee member), Edwards, Beverly (committee member), Garn, Gregg (committee member), Steinheider, Brigitte (committee member).
Subjects/Keywords: Education; Administration.
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APA (6th Edition):
Muller, L. (2014). Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10333
Chicago Manual of Style (16th Edition):
Muller, Lisa. “Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/10333.
MLA Handbook (7th Edition):
Muller, Lisa. “Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program.” 2014. Web. 07 Jul 2020.
Vancouver:
Muller L. Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/10333.
Council of Science Editors:
Muller L. Advancement Via Individual Determination in the Suburban High School: An Evaluation of the Jenks High School AVID Program. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10333
University of Oklahoma
20.
Mickel, Natasha.
EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.
Degree: PhD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/14635
► This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included…
(more)
▼ This study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included an online survey that combined Likert-type questions of each construct, followed by six one-on-one interviews that provided a greater depth to support the survey results. Participants included 561
Oklahoma Middle School teachers. The scales that measured each construct were correlated to identify whether any significant relationships were present. An independent t-test and ANOVA was also used to identify whether demographic variables affected teachers’ perceptions of state mandated testing. Results indicated that significant correlations exist between teacher autonomy, teacher motivation, teacher self-efficacy, and teachers’ perceptions of state mandated testing. Results also showed that participants who administered end of instruction exams reported significantly higher (more positive) perceptions of state mandated testing than those who did not. Additionally, the analysis indicated that among the constructs, the strongest correlation was found between teacher general autonomy and teacher perception of state mandated testing. Further research is necessary to learn more about the complex relationships between the constructs.
Advisors/Committee Members: Bradshaw, Amy (advisor), Garn, Gregg (committee member), Houser, Neil (committee member), Greene, Barbara (committee member), Crowson, Howard (committee member).
Subjects/Keywords: Teacher Motivation; Teacher Self Efficacy; Teacher Perceptions
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APA (6th Edition):
Mickel, N. (2015). EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/14635
Chicago Manual of Style (16th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/14635.
MLA Handbook (7th Edition):
Mickel, Natasha. “EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND.” 2015. Web. 07 Jul 2020.
Vancouver:
Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/14635.
Council of Science Editors:
Mickel N. EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/14635
University of Oklahoma
21.
Parsons, Jody.
Enhancing Transformational Leadership of Urban Principals: The Role of Central Office Administration.
Degree: EdD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/299925
► Transformational leadership is a model school principals can use guide their schools and their staff through times of uncertainty and reform. Current research presents many…
(more)
▼ Transformational leadership is a model school principals can use guide their schools and their staff through times of uncertainty and reform. Current research presents many positive effects of transformational leadership to employees in business, industry, and education.
Self-determination theory is centered on the premise of need satisfaction to develop one’s sense of self and autonomy. Research has shown self-determination theory to be associated with greater intrinsic motivation, satisfaction, strengthened relationships and a sense of belonging (Deci & Ryan, 2000, Deci & Vansteenkiste, 2004, & Graves & Luciano, 2013).
This dissertation examined the perception of met psychological needs from central office administration to principals, teacher perception of principal transformational leadership behavior, and the relationship between met psychological needs and principal transformational leadership behavior.
Results indicated that most principals do not perceive psychological needs are met by central office administration. Most teachers did perceive principals to act in transformational ways. There was no correlation between principal perception of met psychological needs and their transformational leadership behaviors. A post hoc analysis revealed a statistically significant correlation between principal trust in faculty and their transformational leadership behavior.
Advisors/Committee Members: Adams, Curt (advisor), Forsyth, Patrick (committee member), Edwards, Beverly (committee member), Garn, Gregg (committee member), Duffy, Daniel (committee member).
Subjects/Keywords: Transformational Leadership; Self-Determination Theory; Principal; Central Office
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APA (6th Edition):
Parsons, J. (2018). Enhancing Transformational Leadership of Urban Principals: The Role of Central Office Administration. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299925
Chicago Manual of Style (16th Edition):
Parsons, Jody. “Enhancing Transformational Leadership of Urban Principals: The Role of Central Office Administration.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/299925.
MLA Handbook (7th Edition):
Parsons, Jody. “Enhancing Transformational Leadership of Urban Principals: The Role of Central Office Administration.” 2018. Web. 07 Jul 2020.
Vancouver:
Parsons J. Enhancing Transformational Leadership of Urban Principals: The Role of Central Office Administration. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/299925.
Council of Science Editors:
Parsons J. Enhancing Transformational Leadership of Urban Principals: The Role of Central Office Administration. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299925
University of Oklahoma
22.
Amon, Melissa.
Principal Transformational Leadership Behaviors and Teacher Motivation.
Degree: EdD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/316252
► While a vast amount of research exists on both teacher motivation and principal leadership styles, there is very little research that examines these topics together.…
(more)
▼ While a vast amount of research exists on both teacher motivation and principal leadership styles, there is very little research that examines these topics together. Principals play a key role in the motivation of teachers, however, exactly how principals influence teacher motivation is not clear. The purpose of this research was to examine principal transformational leadership behavior to determine its effect on teacher motivation dimensions such as collective teacher efficacy and organizational citizenship behaviors. This study relies on Ryan and Deci’s (2000) Self Determination Theory, arguing that if principals were able to meet teacher needs of autonomy, competence, and relatedness through transformational leadership behavior, then high levels of collective teacher efficacy and organizational citizenship behavior would indicate greater motivation. Survey data were gathered from principals, faculty, parents, and students from 73 schools in a large urban district as part of a larger study. Participation in the study was voluntary. Findings do suggest that principal behavior and actions play a role in the motivation of teachers. While transformational leadership behaviors do have a part to play in increasing outcomes of teacher motivation, they alone do not appear to be enough. Increasing teacher motivation, requires principals to address the psychological needs of teachers by fostering enabling school structures and establishing effective professional learning communities.
Advisors/Committee Members: Forsyth, Patrick (advisor), Adams, Curt (committee member), Edwards, Beverly (committee member), Ethridge, Libby (committee member), Garn, Gregg (committee member).
Subjects/Keywords: transformational leadership; teachers; principals; psychological needs
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Manager
APA (6th Edition):
Amon, M. (2018). Principal Transformational Leadership Behaviors and Teacher Motivation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316252
Chicago Manual of Style (16th Edition):
Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/316252.
MLA Handbook (7th Edition):
Amon, Melissa. “Principal Transformational Leadership Behaviors and Teacher Motivation.” 2018. Web. 07 Jul 2020.
Vancouver:
Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/316252.
Council of Science Editors:
Amon M. Principal Transformational Leadership Behaviors and Teacher Motivation. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316252
University of Oklahoma
23.
Liesenfeld, Peter.
A Narrative Inquiry Into A Community School Leadership Experience.
Degree: PhD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10446
► The focus of this study is on examining the role of an educational leader through the process of developing and implementing a community school. As…
(more)
▼ The focus of this study is on examining the role of an educational leader through the process of developing and implementing a community school. As the primary researcher, I sought to contribute to the body of community school research by identifying organizational roadblocks, leadership perspectives, political influences, and whole child development while highlighting the importance of creating an environment capable of addressing the needs of children. Through this account, I seek to describe the importance of developing community schools and how their creation in similar circumstances might be facilitated.
I sought to gain an understanding of the process of developing a community school through my own experiences. For this purpose, I reviewed key moments that guided me in the past three years as principal at a public middle school. I collected data primarily through field notes, electronic communications, calendar events, recollections of conversations, and observations of my own lived experiences.
The findings of this study reveal the complex and turbulent nature of implementing sustained change in a school setting. Key components of this study include my introspective investigation of compliance, tenacity, child development, and the purposes of education. A rich account of my development is included to help aid those attempting similar changes. Findings also include my personal development as an educator, leader, and researcher relevant to implementing a community school at a public middle school. Human development and cultural capital are investigated in this study, providing further insight to my journey in ethical and moral decision-making surrounding these changes.
Advisors/Committee Members: Frick, William (advisor), Vaughn, Courtney (committee member), Baines, Lawrence (committee member), Garn, Gregg (committee member), Smith, Joan (committee member).
Subjects/Keywords: Education; Administration.
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APA (6th Edition):
Liesenfeld, P. (2014). A Narrative Inquiry Into A Community School Leadership Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10446
Chicago Manual of Style (16th Edition):
Liesenfeld, Peter. “A Narrative Inquiry Into A Community School Leadership Experience.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/10446.
MLA Handbook (7th Edition):
Liesenfeld, Peter. “A Narrative Inquiry Into A Community School Leadership Experience.” 2014. Web. 07 Jul 2020.
Vancouver:
Liesenfeld P. A Narrative Inquiry Into A Community School Leadership Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/10446.
Council of Science Editors:
Liesenfeld P. A Narrative Inquiry Into A Community School Leadership Experience. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10446
University of Oklahoma
24.
Vinson, Stacey.
The Role of the Principal in Professional Learning Communities.
Degree: EdD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/299327
► To meet the demands of increased student achievement, schools are implementing professional learning communities as a means of driving school improvement efforts. For the professional…
(more)
▼ To meet the demands of increased student achievement, schools are implementing professional learning communities as a means of driving school improvement efforts. For the professional learning community structure to be effective, what conditions must exist in the school, and what is the principal’s role in creating those conditions? This study examines the effects of transformational leadership, faculty trust in the district, faculty trust in the principal, faculty trust in colleagues, and program coherence on the effectiveness of professional learning communities. In this study, transformational leadership, trust, and program coherence were all found to have statistically significant relationships to professional learning community effectiveness, with program coherence emerging as the most important variable.
Advisors/Committee Members: Forsyth, Patrick (advisor), Adams, Curt (committee member), Edwards, Beverly (committee member), Garn, Gregg (committee member), Randle, Rodger (committee member).
Subjects/Keywords: professional learning communities; program coherence; trust; transformational leadership
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APA (6th Edition):
Vinson, S. (2018). The Role of the Principal in Professional Learning Communities. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299327
Chicago Manual of Style (16th Edition):
Vinson, Stacey. “The Role of the Principal in Professional Learning Communities.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/299327.
MLA Handbook (7th Edition):
Vinson, Stacey. “The Role of the Principal in Professional Learning Communities.” 2018. Web. 07 Jul 2020.
Vancouver:
Vinson S. The Role of the Principal in Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/299327.
Council of Science Editors:
Vinson S. The Role of the Principal in Professional Learning Communities. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299327
University of Oklahoma
25.
Rimmer, Jessica.
LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/317081
► In American Higher Education, retention and graduation rates have grown in their prominence as institutional quality indicators. Yet, when measures are interrogated for parity across…
(more)
▼ In American Higher Education, retention and graduation rates have grown in their prominence as institutional quality indicators. Yet, when measures are interrogated for parity across racial groups, inequity in outcomes is apparent. The purpose of this study is to examine how leadership plays a role in encouraging the attainment of equitable student success outcomes for minoritized undergraduate students at a public-liberal arts
university. The single, instrumental case study investigated one institution where equitable outcomes exist. To understand this particular phenomenon, decisions and actions of a president and a presidentially appointed planning committee were analyzed using Astin and Leland’s (1991) leadership model as a theoretical framework. Findings highlight that institutional health, a student-centered strategic plan, a clear presidential narrative, and collective action through effective shared governance were relevant for understanding how improvement occurred. The findings reveal that focused leadership processes centered on improved student success outcomes can propel progress toward equity. By viewing, the leader, the context, and the process that contributed to the student success outcomes, the study contributes understanding of what makes a difference in successfully leading institution toward equitable student success outcomes.
Advisors/Committee Members: Kim, Junghwan (advisor), Garn, Gregg (committee member), Hextrum, Kirsten (committee member), Alavi, Roksana (committee member), Vaughn, Courtney (committee member).
Subjects/Keywords: Leadership; Higher Education Administration; Student Retention; Graduation
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APA (6th Edition):
Rimmer, J. (2018). LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/317081
Chicago Manual of Style (16th Edition):
Rimmer, Jessica. “LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/317081.
MLA Handbook (7th Edition):
Rimmer, Jessica. “LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY.” 2018. Web. 07 Jul 2020.
Vancouver:
Rimmer J. LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/317081.
Council of Science Editors:
Rimmer J. LEADERSHIP FOR STUDENT SUCCESS OUTCOMES: A CASE STUDY OF PRESIDENTIAL AND COMMITTEE ACTIONS AT EASTERN CONNECTICUT STATE UNIVERSITY. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/317081
University of Oklahoma
26.
Thompson, Lynette.
THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING.
Degree: PhD, 2017, University of Oklahoma
URL: http://hdl.handle.net/11244/50899
► Abstract The purpose of this quantitative study was to determine if there is a relationship between the principal’s knowledge in special education and special education…
(more)
▼ Abstract
The purpose of this quantitative study was to determine if there is a relationship between the principal’s knowledge in special education and special education students making adequate yearly progress on the
Oklahoma Core Curriculum Test (OCCT)/ End-of-Instruction test (EOI). Closing the achievement gap between regular education students and special education students is imperative. School administrators are becoming more concerned about the performance of their special education students (Gloeckler & Daggett, n.d.), and given the increased accountability that has placed administrators at high stakes and is continuing to be of grave concern. The three research questions asked whether there was a statistically significant relationship between principals’ years of experience, certification and their overall knowledge in special education in and the gap between regular education and special education students test scores. Conceptually, this study was framed around transactional and transformational leadership theories. Data were collected through the utilization of a descriptive survey. Demographic information, years of experience, certification and overall knowledge of special education were collected from principals to provide detailed information for the basis of analysis. The participants included 51 principals from five suburban 6A school districts located in
Oklahoma. Data were analyzed using SPSS 24.0 for Windows. The results of this study were insightful despite the study revealing there was no statistically significant relationship between the data collected on principals and the gap between student test scores in the regular education and special education subgroups. This study contributes to education by providing recommendations to District Administrator and Site Administrators on how they can assist in increasing student achievement in the subgroup area of special education. Principals becoming instructional leaders and focusing on achievement of all students will make a remarkable difference in the academic achievement of students with special needs.
Advisors/Committee Members: Maiden, Jeffrey (advisor), Brandes, Joyce (committee member), Garn, Gregg (committee member), Jones, John (committee member), Williams, Leslie (committee member).
Subjects/Keywords: Education, Special.; Education, Curriculum and Instruction.; Education, Administration.; Instructional Leadership
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APA (6th Edition):
Thompson, L. (2017). THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50899
Chicago Manual of Style (16th Edition):
Thompson, Lynette. “THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/50899.
MLA Handbook (7th Edition):
Thompson, Lynette. “THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING.” 2017. Web. 07 Jul 2020.
Vancouver:
Thompson L. THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/50899.
Council of Science Editors:
Thompson L. THE ROLE OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN CLOSING THE ACHIEVEMENT GAP BETWEEN REGULAR EDUCATION AND SPECIAL EDUCATION STUDENTS IN A SUBURBAN SETTING. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50899
University of Oklahoma
27.
Butterfield, Stacey.
The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy.
Degree: EdD, 2015, University of Oklahoma
URL: http://hdl.handle.net/11244/15489
► The purpose of this study was to examine the relationship between Organizational Citizenship Behavior (OCB) and Principal Self-Efficacy (PSE). With a nationwide quest to improve…
(more)
▼ The purpose of this study was to examine the relationship between Organizational Citizenship Behavior (OCB) and Principal Self-Efficacy (PSE). With a nationwide quest to improve teaching and learning in schools, every school needs an efficacious principal. Tschannen-Moran and Garies (2007) suggest a focus on the antecedents and outcomes of a robust sense of efficacy could prove beneficial. Organizational citizenship behavior represents a feature of schools that has potential consequences for principal self-efficacy. Results suggest tentative and modest support for the relationship between OCB and principal self-efficacy. The addition of OCB in each of the regression models resulted in a significant change in the explained variance, suggesting that faculty behaviors and performance can contribute to the mindsets and beliefs of principals.
Advisors/Committee Members: Adams, Curt (advisor), Garn, Gregg (committee member), Forsyth, Patrick (committee member), Edwards, Beverly (committee member), Hellman, Chan (committee member).
Subjects/Keywords: Education; Administration.
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Export
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APA (6th Edition):
Butterfield, S. (2015). The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/15489
Chicago Manual of Style (16th Edition):
Butterfield, Stacey. “The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy.” 2015. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/15489.
MLA Handbook (7th Edition):
Butterfield, Stacey. “The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy.” 2015. Web. 07 Jul 2020.
Vancouver:
Butterfield S. The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy. [Internet] [Doctoral dissertation]. University of Oklahoma; 2015. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/15489.
Council of Science Editors:
Butterfield S. The Relationship Between Organizational Citizenship Behavior and Principal Self-Efficacy. [Doctoral Dissertation]. University of Oklahoma; 2015. Available from: http://hdl.handle.net/11244/15489
University of Oklahoma
28.
Poolaw, John.
Modern Day Warriors: An Exploration of Indigenous Male Graduates.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/299930
► Abstract This study explores successful experiences of Indigenous males who earned a master’s or professional degree from non-native institutions. Research on this population in relation…
(more)
▼ Abstract
This study explores successful experiences of Indigenous males who earned a master’s or professional degree from non-native institutions. Research on this population in relation to persistence and success is limited. The literature is guided primarily on Indigenous undergraduate programs and the barriers Indigenous students face in higher education. However, the literature is limited on the Indigenous graduate student experience. To provide insight into the perspectives and experiences of Indigenous males, Charmaz’ constructivist grounded theory approach and the Indigenous methodology of Story were used. Through in-depth interviews of 11 Indigenous males from across the United States, the graduate school experience of the males was analyzed. The major themes included Tribal Nation Building, Reliance on Support Networks, Warrior Mentality, and Reclaiming of Indigenous Masculinities. Recommendations for future study are to explore Indigenous fatherhood, gay Indigenous men, Indigenous men at different levels of higher education programs, establishment of graduate support programs, and reclaiming Indigenous masculinities.
Keywords: Indigenous males, Indigenous masculinities, Indigenous graduate student success, Tribal Nation Building, Support Networks, Native American males, American Indian male
Advisors/Committee Members: Vargas, Juanita (advisor), Shotton, Heather (committee member), Pasque, Penny (committee member), Garn, Gregg (committee member), Gurney, Gerald (committee member).
Subjects/Keywords: Indigenous; Males; Graduate Student Success; Indigenous Masculinities
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APA (6th Edition):
Poolaw, J. (2018). Modern Day Warriors: An Exploration of Indigenous Male Graduates. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299930
Chicago Manual of Style (16th Edition):
Poolaw, John. “Modern Day Warriors: An Exploration of Indigenous Male Graduates.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/299930.
MLA Handbook (7th Edition):
Poolaw, John. “Modern Day Warriors: An Exploration of Indigenous Male Graduates.” 2018. Web. 07 Jul 2020.
Vancouver:
Poolaw J. Modern Day Warriors: An Exploration of Indigenous Male Graduates. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/299930.
Council of Science Editors:
Poolaw J. Modern Day Warriors: An Exploration of Indigenous Male Graduates. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299930
University of Oklahoma
29.
Watkins, Nicole.
Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/7891
► Abstract Given the recalcitrant effects of isolation and individualism and the barriers to organizational change, the purpose of this study is to put theory into…
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▼ Abstract
Given the recalcitrant effects of isolation and individualism and the barriers to organizational change, the purpose of this study is to put theory into practice by creating a social network for connecting in-service teachers, pre-service teachers and
university faculty on one informal platform. Research has indicated a synergistic relationship between professional learning community development and technology integration, (Dexter, Seashore, & Anderson, 2002; Williams, Atkinson, Cate & O’Hair, 2008) and these components have been found to be mutually influential in the support of systemic school change and improved student success; however, the investment of billions of dollars in educational technology has yielded mixed results in terms of impact on teacher isolation. To reveal initiatives that contribute to the development and sustainability of a systemic change process, a closer examination of a new, enhancing experience that includes various stages of teacher development is warranted.
This perspective-seeking study monitors individual support within a social network. This study employs a phenomenographical design in order to more fully understand the lived experiences of twenty teachers in their use of online social network as well as teacher perceptions of the effects of the online community to overcome isolation. In creating a meta-network of professional learning communities, a culture was established and the lived experiences of the phenomenon were generated. From the data, five categories emerged as the collective lived experiences of the participants: affinity space, professional growth, outside expertise, discourse and collaboration. The five identified categories were classified into a hierarchy and relationships among and between the categories were identified. The outcome space identified the categories as a product of the lived experience but isolation was identified as the rationale for participation. The participants who self-identified as isolated were the most participatory in the online setting. This study identified ways to develop, strengthen, and extend professional learning communities beyond the constraints of time and place and have important implications on professional development, movements in reform and the development of new communicative technologies and their application to teaching and learning.
Advisors/Committee Members: Garn, Gregg (advisor), Williams, Leslie (committee member), Vaughn, Courtney (committee member), Maiden, Jeffrey (committee member), Beach, Sara A. (committee member).
Subjects/Keywords: Education; Administration.
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Watkins, N. (2013). Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7891
Chicago Manual of Style (16th Edition):
Watkins, Nicole. “Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/7891.
MLA Handbook (7th Edition):
Watkins, Nicole. “Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry.” 2013. Web. 07 Jul 2020.
Vancouver:
Watkins N. Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/7891.
Council of Science Editors:
Watkins N. Social Networking for Adddressing Teacher Isolation: A Phenomenographic Inquiry. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7891
University of Oklahoma
30.
Miller, Mylo.
AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.
Degree: EdD, 2014, University of Oklahoma
URL: http://hdl.handle.net/11244/10330
► Racial and ethnic minorities are expected to increase in both number and percentage of the college-going population (Department of Commerce, 2009). Meanwhile the historic underrepresentation…
(more)
▼ Racial and ethnic minorities are expected to increase in both number and percentage of the college-going population (Department of Commerce, 2009). Meanwhile the historic underrepresentation of low-income, African-American, and Latino students in the college population has a substantial effect on American society and the economy (Dancy & Brown, 2012). Lower rates of participation in postsecondary education by a growing minority population necessitate for many policy officials the creation of free public college preparatory charter high schools. The purpose of this study is to evaluate the effectiveness of a college preparatory public charter high school through the theoretical lens of social capital. This outcome based effectiveness evaluation study investigated the following: an inner-city college preparatory public charter high school’s effectiveness in reaching its pre-established, explicit goals: 1) organizational performance and value goals and 2) individual performance and value goals. The evaluation determined whether there were statistically significant differences in organizational performance and value and individual performance and value results between gender, socio-economic status, and ethnic groups in the senior class and if there were any significant relationships between measures of social capital, civic engagement, and student achievement results. This evaluation science study found that the college preparatory public charter high school was effective in terms of closing the opportunity gap through its social capital goals to prepare poor and minority students for post-secondary education. While this determination was important, there were significant differences in student achievement results for poor and minority students. The ascertained relationship between social capital measures and student achievement within the college preparatory public charter high school context implies that the opportunity gap for poor and minority students is being minimized. As student grade point averages went up so did the level of student social capital measures suggesting that the social capital goals of the college preparatory public charter high school made a difference in the academic outcomes of the students it serves. Additionally, there was an ascertained relationship between ACT scores and parent service hours which indicates an inferred relationship between parental involvement with and in the school context positively effects student achievement. The significant results linking social capital measures and parent service hours with student achievement provides theoretically-based knowledge about the potential of schools to be socially transformative rather reproductive.
Advisors/Committee Members: Frick, William (advisor), Houser, Neil (committee member), Covaleskie, John (committee member), Garn, Gregg (committee member), Maiden, Jeffrey (committee member).
Subjects/Keywords: Education; Administration.
Record Details
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Miller, M. (2014). AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10330
Chicago Manual of Style (16th Edition):
Miller, Mylo. “AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed July 07, 2020.
http://hdl.handle.net/11244/10330.
MLA Handbook (7th Edition):
Miller, Mylo. “AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL.” 2014. Web. 07 Jul 2020.
Vancouver:
Miller M. AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Jul 07].
Available from: http://hdl.handle.net/11244/10330.
Council of Science Editors:
Miller M. AN OUTCOME-BASED EVALUATION OF AN INNER-CITY COLLEGE PREPARATORY PUBLIC CHARTER HIGH SCHOOL. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10330
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Open Access Theses and Dissertations