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You searched for +publisher:"University of Portland" +contributor:("Randy Hetherington"). Showing records 1 – 3 of 3 total matches.

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1. Miles, Kimberly. Shared Leadership Perceptions in a Turnaround Elementary School.

Degree: Education, EdD, Education, 2018, University of Portland

The purpose of this case study was to investigate staff perceptions of a shared leadership framework embedded in a school’s turnaround improvement intervention model and the factors of that model perceived to contribute to growth in student achievement. Thirty-one staff members participated in this mixed method study by responding to the Distributed Leadership Readiness Scale (DLRS) survey instrument and open-ended written response questions. Focus group interviews were then conducted with randomly selected participants to triangulate evidence around factors of a shared leadership framework perceived to have affected student achievement. Of the 31 responders, 22 or 71% were teachers, and 9 or 29% were instructional support staff. Analysis of the data revealed teacher and staff support for the purposeful development of reciprocal professional relationships among staff and administration, and the use of instructional best practices by teachers and teacher leaders contributing to a positive school culture and improved student achievement. Findings from the data revealed developing a school culture that empowers teachers to be a part of a shared decision-making process, in both formal and informal leadership roles, for instructional improvement to support student achievement, was an area of success and an area needing continued improvement at the focus school. The research findings could guide other schools in improvement initiatives when they are navigating the systemic changes needed for equitable student growth and improved achievement in their school systems. Advisors/Committee Members: Randy Hetherington.

Subjects/Keywords: Education; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education

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APA (6th Edition):

Miles, K. (2018). Shared Leadership Perceptions in a Turnaround Elementary School. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/37

Chicago Manual of Style (16th Edition):

Miles, Kimberly. “Shared Leadership Perceptions in a Turnaround Elementary School.” 2018. Doctoral Dissertation, University of Portland. Accessed February 20, 2019. https://pilotscholars.up.edu/etd/37.

MLA Handbook (7th Edition):

Miles, Kimberly. “Shared Leadership Perceptions in a Turnaround Elementary School.” 2018. Web. 20 Feb 2019.

Vancouver:

Miles K. Shared Leadership Perceptions in a Turnaround Elementary School. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Feb 20]. Available from: https://pilotscholars.up.edu/etd/37.

Council of Science Editors:

Miles K. Shared Leadership Perceptions in a Turnaround Elementary School. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/37

2. Hetrick, Michele R. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.

Degree: Education, EdD, Education, 2018, University of Portland

The goal of this study was to determine if the Strong Kids social and emotional learning curriculum (2nd ed.) could serve as a universal tool for developing social-emotional competency with students in grades K to 6. This was the first study to investigate the second edition of the program and only the second to include a school-wide population. The study followed a quasi-experimental, non-equivalent control group design. Knowledge test scores and SEL competency ratings were incorporated into the pretest-posttest design in order to measure student growth between schools (Treatment, N = 399; Control, N = 492). There were no significant differences between groups prior to the study. An ANCOVA revealed statistically significant knowledge gains for students receiving English language support (p < .05). Students at the primary (p < .01) level experienced statistically significant decreases in externalizing behaviors and all students experienced statistically significant decreases for internalizing behaviors. There was a slight degree of social validity overall (64%). Although not all findings were congruent with previous Strong Kids work, many were aligned with CASEL (2017) indicating the Strong Kids treatment is beneficial when implemented with fidelity. As indicated throughout research, students who were able to demonstrate high levels of social-emotional competency were able to perform better behaviorally and academically (Durlak et al., 2011; Jones & Doolittle, 2017). Advisors/Committee Members: Hillary Merk, Nicole Ralston, Randy Hetherington.

Subjects/Keywords: Curriculum and Social Inquiry; Education; Educational Methods; Elementary Education

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APA (6th Edition):

Hetrick, M. R. (2018). Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/41

Chicago Manual of Style (16th Edition):

Hetrick, Michele R. “Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.” 2018. Doctoral Dissertation, University of Portland. Accessed February 20, 2019. https://pilotscholars.up.edu/etd/41.

MLA Handbook (7th Edition):

Hetrick, Michele R. “Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.” 2018. Web. 20 Feb 2019.

Vancouver:

Hetrick MR. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Feb 20]. Available from: https://pilotscholars.up.edu/etd/41.

Council of Science Editors:

Hetrick MR. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/41

3. Boe, Susan Mackin. Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation.

Degree: Education, EdD, Education, 2018, University of Portland

The nationwide attention to education accountability continues to grow, with educator preparation programs (EPPs) facing growing scrutiny through state-mandated accountability systems. The accreditation process for Oregon EPPs shifted significantly in 2015 with the passing of Senate Bill 78, a state-mandated policy requiring all EPPs to become nationally accredited. As a result, university-based EPPs, who are not yet nationally accredited, are faced with implementing change at the institution and EPP levels which may result in challenges and constraints that could threaten program continuance. Utilizing the conceptual framework of education policy and organizational change with a focus on Lewin’s force field analysis and three-stages of change as a model for the change process, this multiple-case study explored how private university-based educator preparation programs are responding to Oregon’s statemandated policy requiring that all EPPs achieve national accreditation. The data were analyzed according to the following two questions: (1) How are EPP members perceiving the policy mandate? and (2) How are EPP members perceiving the impact of the policy mandate on their EPP? A purposive criterion-based sample of fourteen EPP faculty members from six Oregon EPPs took part in a survey and of those 14, 11 participated in a semi-structured interview. The study consisted of within-case analysis of three EPPs and a cross-case analysis of six EPPs. The study’s findings indicated that participants believed the policy was enacted to increase accountability with the intent of improving Pk-12 teacher effectiveness and to bring greater program coherence across Oregon EPPs. Results demonstrated that participants viewed the policy mandate through one overarching theme – a dynamic change process impacting their institution as well as their EPP. At the time of this study, CAEP was the new and sole specialized national accreditor for educator preparation. The case described a particular group of EPPs during a period of policy implementation and this study is reporting on data collected during that period. This study informs practice for various stakeholders of teacher education by addressing implications for state program approval agencies, administrators of institutions of higher education, and EPPs who are seeking national accreditation. Advisors/Committee Members: Julie Kalnin, Bruce Weitzel, Randy Hetherington.

Subjects/Keywords: Education policy; National accreditation; CAEP; Private university-based educator preparation programs; EPP; Teacher education; Accountability; Organizational change; Higher education; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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

APA (6th Edition):

Boe, S. M. (2018). Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/48

Chicago Manual of Style (16th Edition):

Boe, Susan Mackin. “Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation.” 2018. Doctoral Dissertation, University of Portland. Accessed February 20, 2019. https://pilotscholars.up.edu/etd/48.

MLA Handbook (7th Edition):

Boe, Susan Mackin. “Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation.” 2018. Web. 20 Feb 2019.

Vancouver:

Boe SM. Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Feb 20]. Available from: https://pilotscholars.up.edu/etd/48.

Council of Science Editors:

Boe SM. Change Readiness in Teacher Education: A Multiple Case Study of Educator Preparation Programs (EPPs) and How They Address the Demands of Mandated National Accreditation. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/48

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