+publisher:"Virginia Tech" +contributor:("Dawson, Christina M.")

Virginia Tech

1. Torma, Susan C. The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

► This study examines perceptions of the stakeholders (parents, administrators, faculty members, counselors, and fifth grade students) about the Virginia Beach Elementary Guidance and Counseling Program.… (more)

▼ This study examines perceptions of the stakeholders (parents, administrators, faculty members, counselors, and fifth grade students) about the Virginia Beach Elementary Guidance and Counseling Program. A survey was developed by examining guidance goals and a previous study of the program (1993). Questions covered four domains: (1) home-school relationships, (2) student personal development, (3) support for academic growth, and (4) program value. Results are reported in descriptive statistics. Four one-way analyses of variance were used to compare responses of groups in domains. Included are two supplemental analyses about student access to counselors and conditions affecting counselorsâ work. Adults agreed promoting closer home-school relationships was a worthwhile goal. Parents felt less positive than administrators, faculty, and counselors that the program promoted home-school relationships, that parents met with counselors, and that parents received information and were being afforded appropriate parent educational opportunities. Adults agreed that promoting closer home-school relationships was a worthwhile goal. Means scores ranged from 3.3 to 3.7 on a 4 point scale. (4.0 represented strongly agree.) Administrators, faculty, and counselors felt more positively than parents that the program promoted home-school relationships, that parents met with counselors, and that parents received information and were being afforded appropriate parent educational opportunities. Mean scores ranged from 2.9 to 3.9. Adults felt student personal development was a worthwhile goal. Mean scores ranged from 3.3 to 3.8. All adult groups felt positive about counseling programs helping students understand themselves and others better, the program having a positive impact on childrenâ s personal development, and the program helping students cope with developmental changes. Mean scores for these adults ranged from 3.0 to 3.8. In support for academic growth, parents and faculty gave slightly lower scores, although all groups felt positive about counseling programs. Mean scores ranged from 2.8 to 3.8. Responses to open-ended questions supported these ratings. When asked about suggestions for program improvement, two responses given most often were more elementary counselors were needed and more communication with parents would be helpful. When asked for other comments, primary themes were the program is positive, the program is helpful, and counselors are good. Overall perception is the elementary guidance and counseling program is valuable. Findings suggest program administrators may want to consider reviewing home-school relationships, support provided by counselors for the academic program, and counselor-student ratio. Advisors/Committee Members: Dawson, Christina M. (committeechair), Parson, Stephen R. (committeecochair).

Subjects/Keywords: Guidance; Elementary Counseling

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Torma, S. C. (1998). The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26109

Chicago Manual of Style (16^th Edition):

Torma, Susan C. “The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26109.

MLA Handbook (7^th Edition):

Torma, Susan C. “The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools.” 1998. Web. 27 Jan 2021.

Vancouver:

Torma SC. The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26109.

Council of Science Editors:

Torma SC. The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/26109

Virginia Tech

2. Mullins, Maxine Jeanette. The Regional Instructional Specialist for Adult Education in Virginia: A Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 2006, Virginia Tech

URL: http://hdl.handle.net/10919/26320

► In the late 1980s regional instructional specialists were hired by the Virginia Department of Education in 18 planning districts. The purpose of this study was… (more)

▼ In the late 1980s regional instructional specialists were hired by the Virginia Department of Education in 18 planning districts. The purpose of this study was to describe the role of one specialist in a rural setting. The description may be beneficial to adult education planners and policy makers as they look for innovative ways of delivering rural adult education programs. Three research questions guided the study: 1. What are the contexts (historical, legal, geographical, and program) in which the rural regional instructional specialist works? 2. What tasks (administrative and program) are performed by the rural regional instructional specialist? 3. What are the outcomes of the work of the rural regional instructional specialist? Through interviews, review of documents, and observations, the researcher found that the historical, legal, geographical, and program contexts of the rural regional instructional specialist were interrelated, and that they guided and constrained the work of the specialist. Governmental mandates and budgets prescribed the development of programs. Geographical features,employment opportunities, educational needs, and social conditions influenced what was offered and when it was offered in adult education programs in the Mount Rogers Region. Planning and conducting professional development activities, maintaining links with teachers in the regional program and with personnel at the state office in Richmond, visiting classes in each locality, maintaining referral links with other agencies, and recruitment of students were tasks performed by the regional instructional specialist. Priorities were family literacy, workplace programs, infusion of technology, and health literacy. By increasing classes for One-Stop centers and immigrants, offering in-service programs for teachers, visiting program sites, and collaborating with other agencies, the specialist contributed to higher enrollment in classes and increased educational gains for students. The role of the rural regional instructional specialist in Virginia is changing, and the future of the position is uncertain. Advisors/Committee Members: Parks, David J. (committeechair), Kolenbrander, Ronald (committee member), Dawson, Christina M. (committee member), Asselin, Susan B. (committee member).

Subjects/Keywords: family literacy; literacy education; literacy; workplace literacy; Adult education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Mullins, M. J. (2006). The Regional Instructional Specialist for Adult Education in Virginia: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26320

Chicago Manual of Style (16^th Edition):

Mullins, Maxine Jeanette. “The Regional Instructional Specialist for Adult Education in Virginia: A Case Study.” 2006. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26320.

MLA Handbook (7^th Edition):

Mullins, Maxine Jeanette. “The Regional Instructional Specialist for Adult Education in Virginia: A Case Study.” 2006. Web. 27 Jan 2021.

Vancouver:

Mullins MJ. The Regional Instructional Specialist for Adult Education in Virginia: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26320.

Council of Science Editors:

Mullins MJ. The Regional Instructional Specialist for Adult Education in Virginia: A Case Study. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26320

Virginia Tech

3. Parker, James L. F. Factors Related to the Quality of Staff Development in Virginia's Regional Alternative Education Centers.

Degree: EdD, Educational Leadership and Policy Studies, 2007, Virginia Tech

URL: http://hdl.handle.net/10919/26852

► The purpose of this study was to provide data that could be used to improve staff development in Virginia's Regional Alternative Education Centers. Characteristics of… (more)

▼ The purpose of this study was to provide data that could be used to improve staff development in Virginia's Regional Alternative Education Centers. Characteristics of participants and of centers were identified as factors to investigate. The personal characteristics of the participants were age, gender, position, attitude toward staff development, and total years of experience in education. The center characteristics were location, age of center, grade levels served, number of staff employed, number of students served, number of special education students served, budget for staff development, pooling of resources, center leadership, number of certified general education teachers, and number of certified special education teachers. Quality of staff development was measured on the following dimensions: learning environment, time for learning, planning, evaluation, materials, techniques, funding, content, rewards for participation, use of adult learning principles, and transfer of learning. The design was both quantitative and qualitative. A questionnaire was mailed to 99 administrative coordinators, teachers, and counselors in 26 participating regional centers. Quantitative responses were analyzed with descriptive statistics, ANOVA, and multiple regression. The qualitative phase involved three focus groups with four participants in each group " one administrative coordinator, one counselor, and two teachers. Three centers were chosen at random from three different geographic regions in Virginia " urban, suburban, and rural. Nominal group techniques were used to create a prioritized list of recommendations for staff development at the centers. Factors that best predicted the quality of staff development were the quality of center leadership, attitude toward staff development, and grade levels served. The prioritized lists of strategies from the focus groups included funding for inservice travel, providing training during workday, using teambuilding techniques, working with stakeholders, increasing number of staff employed, and having stakeholders provide timely services. A major implication of the study was that one theory with independent predictor variables did not relate to the quality factors. A more accurate description evolved"a family of theories. The family consists of three separate theories, with each theory identified by the predictor variables that were found to be associated with specific quality variables. Advisors/Committee Members: Creighton, Theodore B. (committee member), Tripp, Norman Wayne (committee member), Parks, David J. (committeecochair), Dawson, Christina M. (committeecochair).

Subjects/Keywords: leadership; alternative education; staff development; adult learning; public schools

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Parker, J. L. F. (2007). Factors Related to the Quality of Staff Development in Virginia's Regional Alternative Education Centers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26852

Chicago Manual of Style (16^th Edition):

Parker, James L F. “Factors Related to the Quality of Staff Development in Virginia's Regional Alternative Education Centers.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26852.

MLA Handbook (7^th Edition):

Parker, James L F. “Factors Related to the Quality of Staff Development in Virginia's Regional Alternative Education Centers.” 2007. Web. 27 Jan 2021.

Vancouver:

Parker JLF. Factors Related to the Quality of Staff Development in Virginia's Regional Alternative Education Centers. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26852.

Council of Science Editors:

Parker JLF. Factors Related to the Quality of Staff Development in Virginia's Regional Alternative Education Centers. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26852

Virginia Tech

4. Ware, Rebecca A. An Evaluation of a Professional Development School: The School Teacher Education Partnership Project.

Degree: EdD, Educational Leadership and Policy Studies, 2007, Virginia Tech

URL: http://hdl.handle.net/10919/26300

► The professional development school (PDS) has had a recent resurgence in teacher education. Professional development schools were designed to reform teacher education programs and revitalize… (more)

▼ The professional development school (PDS) has had a recent resurgence in teacher education. Professional development schools were designed to reform teacher education programs and revitalize K-12 education. The purpose of this study was to evaluate a professional development school: The School Teacher Education Partnership (STEP) at Elizabeth City State University (ECSU). STEP is a partnership between Elizabeth City State University and one elementary school in each of three participating school districts – Edenton-Chowan, Elizabeth City-Pasquotank, and Gates – in North Carolina. The study took place over two years. Participants from the 1998-2001 school years were the primary informants. Data were collected through extended interviews. Documentary data and end-of-the-year qualitative evaluations were used to substantiate interview data. The constant comparative method of Maykut & Morehouse (1994) was used to analyze the data. Data were unitized, coded, grouped, categorized, and compared for patterns and themes. The results of this evaluation were strong enough to recommend that a year-long internship be required for all prospective teachers at the university. The STEP graduates come from the program with strong pedagogical skills. The students are prepared to begin working with children from the first day of teaching. They can manage classes well handling routines with little difficulty. Mentor teachers were found to be primary contributors to the development of new teachers, and they are paid little for their efforts. It is recommended that they be paid an amount commensurate with their effort and contributions to the development of new teachers. This compensation should be an integral part of the budgets of the state, local, or university agencies responsible for the preparation of teachers. Advisors/Committee Members: Parks, David J. (committeechair), Craig, James Richard (committee member), Dawson, Christina M. (committee member), Earthman, Glen I. (committee member).

Subjects/Keywords: Partnerships; Professional development schools; School and university collaboration; Teacher education; Evaluation

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Ware, R. A. (2007). An Evaluation of a Professional Development School: The School Teacher Education Partnership Project. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26300

Chicago Manual of Style (16^th Edition):

Ware, Rebecca A. “An Evaluation of a Professional Development School: The School Teacher Education Partnership Project.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26300.

MLA Handbook (7^th Edition):

Ware, Rebecca A. “An Evaluation of a Professional Development School: The School Teacher Education Partnership Project.” 2007. Web. 27 Jan 2021.

Vancouver:

Ware RA. An Evaluation of a Professional Development School: The School Teacher Education Partnership Project. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26300.

Council of Science Editors:

Ware RA. An Evaluation of a Professional Development School: The School Teacher Education Partnership Project. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26300

Virginia Tech

5. Seibert, Horace Alan. Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

URL: http://hdl.handle.net/10919/26787

► The purpose of this study was to investigate the child study process in a local education agency (LEA) with four elementary schools. These data determine… (more)

▼ The purpose of this study was to investigate the child study process in a local education agency (LEA) with four elementary schools. These data determine the extent that prereferral interventions are being implemented and whether these strategies influence the outcome of the Child Study Committee (CSC) decision. All referrals to the CSC for the 1998-1999 school year (n=108) at the elementary level were examined to describe the students who are referred according to four primary independent variables of gender, grade level, ethnicity, and socioeconomic status (SES). Free or reduced lunch was used as the measure for SES. Students referred were members of the total elementary population of 1884 students in the LEA. The total population was described according to gender, grade level, ethnicity, and SES. Using cross tabulation techniques, the percentages of CSC referrals in each category are compared to the population. Chi-square analysis was used to determine the significance (p<.05) of any differences in the observed distribution of this mutually exclusive categorical data. Records of CSC meetings were reviewed to identify the presence of prereferral interventions. Prereferral interventions are recommendations given by the CSC to help remedy a student's problem before referral for evaluation for special education is made. Two independent raters examined the reason for referral and the recommendations made by the CSC. The reasons and recommendations were categorized according to academic problems, behavioral problems, or one of three possible combinations of both. Inter-rater reliability was measured using percent agreement across all categories and Cohen's kappa was calculated to provide additional rater validation. Rater results were used to check for congruence between the problems leading to the referral and the interventions recommended. Records of students who were referred for evaluation for special education were studied to determine the percentages found eligible and ineligible, and were examined according to gender, grade level, ethnicity, and SES. Compared to the population, the group of students referred to the CSC during the 1998-1999 school year was over-representative of males and of students with low SES. Most referrals to the CSC were for academic reasons. In cases where the CSC did not recommend a full evaluation for consideration of special education services, the committee recommended prereferral interventions. The recommendations of the committee typically were congruent with the reason for referral, but often did not specifically state who was responsible for implementing the interventions recommended. Advisors/Committee Members: Gillespie, Diane Newkirk (committeechair), Dawson, Christina M. (committee member), Crockett, Jean B. (committee member), Worner, Wayne M. (committee member), Smith, Barbara S. (committee member).

Subjects/Keywords: IDEA; evaluation; appropriate evaluation; functional assessment; intervention; at-risk students; assessment

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Seibert, H. A. (2000). Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26787

Chicago Manual of Style (16^th Edition):

Seibert, Horace Alan. “Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26787.

MLA Handbook (7^th Edition):

Seibert, Horace Alan. “Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency.” 2000. Web. 27 Jan 2021.

Vancouver:

Seibert HA. Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26787.

Council of Science Editors:

Seibert HA. Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/26787

Virginia Tech

6. Mullins, Foney G. A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech

URL: http://hdl.handle.net/10919/27303

► The purpose of this study was to present an historical analysis of the function of the Literary Fund of Virginia as it pertained to public… (more)

Subjects/Keywords: Virginia public school finance; Virginia public school funding; literary fund

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Mullins, F. G. (2001). A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27303

Chicago Manual of Style (16^th Edition):

Mullins, Foney G. “A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia.” 2001. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/27303.

MLA Handbook (7^th Edition):

Mullins, Foney G. “A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia.” 2001. Web. 27 Jan 2021.

Vancouver:

Mullins FG. A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/27303.

Council of Science Editors:

Mullins FG. A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/27303

Virginia Tech

7. Yost, Barry D. Privatization of Educational Services by Contractual Agreement in Virginia Public Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

URL: http://hdl.handle.net/10919/37489

► Public school districts in Virginia face increasing calls for academic and fiscal accountability due to societal and governmental concerns. School districts are being pressed by… (more)

▼ Public school districts in Virginia face increasing calls for academic and fiscal accountability due to societal and governmental concerns. School districts are being pressed by community and governmental agencies to offer more services to meet the unique demands of each locality. As demands on time, on service provision, and for instructional accountability rise, financial assistance is not increasing at a rate to offset the service costs. Historically public school districts have accepted the responsibility for management, supervision, and provision of services such as transportation, custodial services, and instruction. As stresses mount on the administrators of public schools in Virginia, districts must become creative in the provision of services. Privatization is an alternative management strategy that school districts are using to provide educational services. The purpose of this study was to present, through description and analysis, the current status of the privatization of educational services by contractual agreement in the public school districts in Virginia. The study provided information indicating the current status of privatization and factors associated with contracting out such as the perceived effectiveness of contracted services, the annual budget allocation, the contractual arrangement, and the future status of privatization. This research will benefit the professionals responsible for the financial and service delivery processes in the public schools. The research instrument was mailed to the superintendents of the 132 public school districts in Virginia. The superintendents were to complete the survey or to forward it to their designees. Effective responses were received from 85 school districts; this represents a 64.39% return rate. An analysis of the data revealed that the public school districts in Virginia privatized 44 instructional and non-instructional services. The services most often provided by the private sector are school audits (64.7%), physical therapy (62.4%), legal services (58.8%), occupational therapy (56.5%), and HVAC maintenance (24.7%). The most privatized services require specialized skill and training. For school districts in Virginia, school audits are required by law to be performed by an outside agency or contractor. This indicates the data might not be a complete representation of the services privatized in the public schools. Public school districts in Virginia contract with the private sector to increase service effectiveness, to reduce service costs, to acquire expert personnel, and to eliminate capital outlay. Of the respondents, 88.2% indicated that the school districts received at least the same or better services from the private sector. The respondents also reported an anticipated increase of 31.8% for contracted services in the future. The majority of school districts do not expect to change the mode of service provision. Advisors/Committee Members: Blankenship, Strader E. (committee member), Worner, Wayne M. (committee member), Salmon, Richard G. (committee member), Dawson, Christina M. (committeecochair), Parson, Stephen R. (committeecochair).

Subjects/Keywords: Contractual Agreements; Educational Services; Outsourcing; Privatization; Contracting Out

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Yost, B. D. (2000). Privatization of Educational Services by Contractual Agreement in Virginia Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37489

Chicago Manual of Style (16^th Edition):

Yost, Barry D. “Privatization of Educational Services by Contractual Agreement in Virginia Public Schools.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/37489.

MLA Handbook (7^th Edition):

Yost, Barry D. “Privatization of Educational Services by Contractual Agreement in Virginia Public Schools.” 2000. Web. 27 Jan 2021.

Vancouver:

Yost BD. Privatization of Educational Services by Contractual Agreement in Virginia Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/37489.

Council of Science Editors:

Yost BD. Privatization of Educational Services by Contractual Agreement in Virginia Public Schools. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/37489

Virginia Tech

8. Fleenor, James Russell. The Influence of Selected Personal and Environmental Variables on the Quality of Elementary Principals' Administrative Internships.

Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech

URL: http://hdl.handle.net/10919/37632

► The purpose of this study was to investigate the relationships among selected personal and environmental variables and the quality of elementary principals' administrative internships. Two… (more)

Subjects/Keywords: preparation; elementary; internship; principal

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Fleenor, J. R. (2001). The Influence of Selected Personal and Environmental Variables on the Quality of Elementary Principals' Administrative Internships. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37632

Chicago Manual of Style (16^th Edition):

Fleenor, James Russell. “The Influence of Selected Personal and Environmental Variables on the Quality of Elementary Principals' Administrative Internships.” 2001. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/37632.

MLA Handbook (7^th Edition):

Fleenor, James Russell. “The Influence of Selected Personal and Environmental Variables on the Quality of Elementary Principals' Administrative Internships.” 2001. Web. 27 Jan 2021.

Vancouver:

Fleenor JR. The Influence of Selected Personal and Environmental Variables on the Quality of Elementary Principals' Administrative Internships. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/37632.

Council of Science Editors:

Fleenor JR. The Influence of Selected Personal and Environmental Variables on the Quality of Elementary Principals' Administrative Internships. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/37632

Virginia Tech

9. Talbot, Patricia A. Critical Beginnings: Creating School Community for All Children and Families.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

URL: http://hdl.handle.net/10919/30400

► Ernest Boyer's The Basic School: A Community for Learning (1995) aligns with other important research and programs that encourage parent involvement to maximize each child's… (more)

▼ Ernest Boyer's The Basic School: A Community for Learning (1995) aligns with other important research and programs that encourage parent involvement to maximize each child's educational potential. The purpose of this qualitative study was to understand and to document the first steps undertaken by one school as it began to address Boyer's school as community priority by reaching out to an uninvolved parent population. Meaning was constructed from the perspective of the researcher who was an active participant in the process. Research questions included: 1) What happened when one school began to address the needs of its at-risk population by intentionally reaching out to involve the parents of these students in the life of the school? 2) How was this accomplished within the context of a school beginning to address the priorities of a "Basic School?" 3) What structures were created to facilitate the process and guide its progress? Teachers in the School as Community Family at Kizer Elementary School were the initial focus of this study. Additional groups with related purposes became part of the inquiry as the process unfolded. Transcripts, field notes, and related documents were collected from all relevant group meetings and outreach activities from June of 1997 through January of 1998. The process of data analysis yielded descriptive conceptual models and an interpretive narrative case study that follows a modified chronology of the communicative action steps undertaken by a group of educators readying themselves for outreach to an alienated parent population. This study produced practical implications for schools wishing to begin the steps toward increasing the level of family and community engagement with student learning. A case was made for self-reflective action to create opportunities for authentic conversation that can empower families to take greater initiative in the public education of their children. If schools can learn to build, support and sustain relationships with parents, particularly their at-risk populations, they might expect a greater level of success in educating their children. Advisors/Committee Members: Yardley, Dianne R. (committee member), Worner, Wayne M. (committee member), Niles, Jerome A. (committee member), Kelly, Patricia Proudfoot (committee member), Dawson, Christina M. (committeecochair), Parson, Stephen R. (committeecochair).

Subjects/Keywords: parents as partners; parent involvement; children at-risk; Basic School

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Talbot, P. A. (1998). Critical Beginnings: Creating School Community for All Children and Families. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30400

Chicago Manual of Style (16^th Edition):

Talbot, Patricia A. “Critical Beginnings: Creating School Community for All Children and Families.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30400.

MLA Handbook (7^th Edition):

Talbot, Patricia A. “Critical Beginnings: Creating School Community for All Children and Families.” 1998. Web. 27 Jan 2021.

Vancouver:

Talbot PA. Critical Beginnings: Creating School Community for All Children and Families. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30400.

Council of Science Editors:

Talbot PA. Critical Beginnings: Creating School Community for All Children and Families. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30400

Virginia Tech

10. Abel, Ann Todd. The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

URL: http://hdl.handle.net/10919/29753

► Based upon the principles of equality, respect, and dignity for an organization and its community, Robert K. Greenleaf (1977) dedicated his life to conceptualizing and… (more)

▼ Based upon the principles of equality, respect, and dignity for an organization and its community, Robert K. Greenleaf (1977) dedicated his life to conceptualizing and defining the humanistic philosophy of "servant leadership." With service and leadership sometimes seen as opposites, servant leaders are often misunderstood and perhaps underestimated. The purpose of this study was to create a well-defined comprehensive portrait of a servant leader by identifying key descriptors of the characteristics and behaviors of servant leaders and the work environments where they are effective. The research procedure consisted of a three-round Delphi to gain consensus on responses to four key research questions. From your experience and observation, what are the key words or phrases that describe (1) the characteristics that distinguish servant leaders, (2) the behaviors that distinguish servant leaders, (3) the work environments in which servant leaders are effective, and (4) the work environments in which servant leaders are ineffective? The following groups were represented on the panel of experts: (a) appointed and elected officials, (b) authors, (c) business leaders, (d) clergy, (e) educators, (f) leaders of associations, and (g) leaders of volunteer organizations. The first round Delphi instrument was open-ended. The second round gained opinion by adding a Likert scale to the results of the first round. The third round Delphi instrument was used to gather opinions from each panel member using a revised Likert scale instrument. In the third round each panelist received the statistical information calculated from the second round. The characteristics, behaviors, and effective work environments, as agreed upon consensually by the panel of experts in the third round, were reported. Twenty-eight panelists participated in each of the three rounds of the Delphi study. The characteristics, behaviors, and effective work environments of servant leaders, as determined by the panel of experts, are presented and discussed. A Servant Leadership Inventory was created from the data. The self-rating inventory is offered as an instrument to create discussion and increase awareness about leadership based on service to others. Advisors/Committee Members: Parks, David J. (committeechair), Johnston, Sally N. (committee member), Crockett, Jean B. (committee member), Worner, Wayne M. (committee member), Dawson, Christina M. (committee member).

Subjects/Keywords: characteristics; servant leaders; leadership; leadership inventory; behaviors; work environments

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Abel, A. T. (2000). The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29753

Chicago Manual of Style (16^th Edition):

Abel, Ann Todd. “The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/29753.

MLA Handbook (7^th Edition):

Abel, Ann Todd. “The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study.” 2000. Web. 27 Jan 2021.

Vancouver:

Abel AT. The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/29753.

Council of Science Editors:

Abel AT. The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/29753

Virginia Tech

11. Whitaker, Vanessa Louise. The Effects of the Advancement Via Individual Determination on Course Taking Patterns and Achievement of High School Students.

Degree: EdD, Educational Leadership and Policy Studies, 2005, Virginia Tech

URL: http://hdl.handle.net/10919/26413

► The Advancement Via Individual Determination (AVID) Program was implemented to prepare students from groups traditionally underrepresented in postsecondary education for eligibility, acceptance, and success in… (more)

▼ The Advancement Via Individual Determination (AVID) Program was implemented to prepare students from groups traditionally underrepresented in postsecondary education for eligibility, acceptance, and success in 4-year colleges and universities. The purpose of this study was to investigate the effects of AVID on course taking patterns, weighted cumulative grade point averages, and achievement level of twelfth grade high school students. This is the first study that will provide school districts in the southeast with information on the effects of middle school and high school participation. The investigation included 7-year AVID participants (AVID-7), 3-year AVID participants (AVID-3), and non-AVID participants (AVID-0). The three research questions were: (1) Is there a difference in group membership with respect to course selection as measured by the combined number of honors and advanced standing courses; (2) is there a difference in group membership with respect to weighted cumulative grade point average; (3) is there a difference among group membership with respect to achievement as measured by scaled scores on the English: Reading/Literature and Research Standards of Learning (SOL) Test scaled scores? Descriptive statistics were used to determine the mean, standard deviation, median and mode for the groups in the study. Three one-way Analysis of Variances (ANOVAs) were used to determine whether the group means differ significantly from each other. The Dunnett C post hoc procedure was used to determine where the difference occurred in the pairs of variables. The results of the study indicated that statistically (p <.05), AVID-7 students earned more combined honors and advanced standing courses than AVID-3 or AVID-0 students and AVID-3 students earned more combined honors and advanced standing courses than AVID-0 students. There were three major findings revealed in this study. The first finding indicated that students who participated in AVID take more rigorous courses than non-AVID participants. Secondly, the length of time a student participated in AVID has an effect on the number of honors and advanced standing courses students are likely to earn. The third finding of the study indicated that students who remained in the AVID program for seven years (during middle and high school) earned a significantly higher (p <.05) weighted cumulative grade point average than non-AVID students. There were no statistically significant differences in the weighted cumulative grade point average of the AVID-3 groups. The final finding of the study indicated that there was no statistically significant difference noted in the mean English: Reading/Literature and Research SOL Test scaled scores for any group in this study. However, it must be noted that the means for the three groups differed numerically, but not statistically. For example, the AVID-7 group had a mean scaled score of 476, the AVID-3 group had a mean scaled score of 455, and the AVID-0 group had a mean scaled score of 450. These scaled scores… Advisors/Committee Members: Twiford, Travis W. (committeechair), Richards, Robert R. (committee member), Curcio, Claire Cole Vaught (committee member), Dawson, Christina M. (committee member), Crockett, Jean B. (committee member).

Subjects/Keywords: achievement; high school; Advancement Via Individual Determination; middle school

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Whitaker, V. L. (2005). The Effects of the Advancement Via Individual Determination on Course Taking Patterns and Achievement of High School Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26413

Chicago Manual of Style (16^th Edition):

Whitaker, Vanessa Louise. “The Effects of the Advancement Via Individual Determination on Course Taking Patterns and Achievement of High School Students.” 2005. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26413.

MLA Handbook (7^th Edition):

Whitaker, Vanessa Louise. “The Effects of the Advancement Via Individual Determination on Course Taking Patterns and Achievement of High School Students.” 2005. Web. 27 Jan 2021.

Vancouver:

Whitaker VL. The Effects of the Advancement Via Individual Determination on Course Taking Patterns and Achievement of High School Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26413.

Council of Science Editors:

Whitaker VL. The Effects of the Advancement Via Individual Determination on Course Taking Patterns and Achievement of High School Students. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/26413

Virginia Tech

12. Hawkins, Delanor Wilbert Jr. Predictors of Affective Organizational Commitment Among High School Principals.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

URL: http://hdl.handle.net/10919/30420

► This study was an assessment of the importance of age, gender, organizational tenure, perceived organizational support, perceived fairness, and perceived autonomy in explaining affective organizational… (more)

Subjects/Keywords: Organizational Commitment; High School Principals

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hawkins, D. W. J. (1998). Predictors of Affective Organizational Commitment Among High School Principals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30420

Chicago Manual of Style (16^th Edition):

Hawkins, Delanor Wilbert Jr. “Predictors of Affective Organizational Commitment Among High School Principals.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30420.

MLA Handbook (7^th Edition):

Hawkins, Delanor Wilbert Jr. “Predictors of Affective Organizational Commitment Among High School Principals.” 1998. Web. 27 Jan 2021.

Vancouver:

Hawkins DWJ. Predictors of Affective Organizational Commitment Among High School Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30420.

Council of Science Editors:

Hawkins DWJ. Predictors of Affective Organizational Commitment Among High School Principals. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30420

Virginia Tech

13. Alderman, Duane Thomas. A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

URL: http://hdl.handle.net/10919/26894

► Learning in America has been restrained by time. Educators have developed a time-bound mentality and deceived themselves into believing that schools can educate all students… (more)

Subjects/Keywords: Achievement; 7-Period Traditional Scheduled Schools; Block Schedules; Standards of Learning Tests for Virginia Public; Time and Learning

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Alderman, D. T. (2000). A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26894

Chicago Manual of Style (16^th Edition):

Alderman, Duane Thomas. “A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26894.

MLA Handbook (7^th Edition):

Alderman, Duane Thomas. “A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools.” 2000. Web. 27 Jan 2021.

Vancouver:

Alderman DT. A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26894.

Council of Science Editors:

Alderman DT. A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/26894

Virginia Tech

14. Alston, Lizzie. A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors.

Degree: EdD, Education Administration, 1997, Virginia Tech

URL: http://hdl.handle.net/10919/30533

► The purpose of this study is to (1) identify some of the major problems confronting first-year secondary science teachers; (2) list supportive practices supplied by… (more)

Subjects/Keywords: First-year teachers; first-year secondary science teachers; issues of first-year teachers; problems of first-year teachers; behavior skills of first-year teachers

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Alston, L. (1997). A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30533

Chicago Manual of Style (16^th Edition):

Alston, Lizzie. “A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors.” 1997. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30533.

MLA Handbook (7^th Edition):

Alston, Lizzie. “A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors.” 1997. Web. 27 Jan 2021.

Vancouver:

Alston L. A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30533.

Council of Science Editors:

Alston L. A Case Study of Eight First-year Secondary Science Teachers in North Carolina: Problems, Issues and Behaviors. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30533

Virginia Tech

15. Isaacs, Jeffrey S. A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools Using the 4x4 Model of Block Scheduling.

Degree: EdD, Educational Leadership and Policy Studies, 2003, Virginia Tech

URL: http://hdl.handle.net/10919/26045

► Positive transition from a traditional schedule to a block schedule involves not only much investigation and planning but also the successful acclimation of teachers to… (more)

Subjects/Keywords: Teacher Evaluation Models; Teacher Evaluation; Block Scheduling; Professional Development; Portfolios

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Isaacs, J. S. (2003). A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools Using the 4x4 Model of Block Scheduling. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26045

Chicago Manual of Style (16^th Edition):

Isaacs, Jeffrey S. “A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools Using the 4x4 Model of Block Scheduling.” 2003. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26045.

MLA Handbook (7^th Edition):

Isaacs, Jeffrey S. “A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools Using the 4x4 Model of Block Scheduling.” 2003. Web. 27 Jan 2021.

Vancouver:

Isaacs JS. A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools Using the 4x4 Model of Block Scheduling. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26045.

Council of Science Editors:

Isaacs JS. A Study of Teacher Evaluation Methods Found in Select Virginia Secondary Public Schools Using the 4x4 Model of Block Scheduling. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/26045

Virginia Tech

16. Myers, Lawrence H. Barriers to Completion of the Doctoral Degree in Educational Administration.

Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech

URL: http://hdl.handle.net/10919/26922

► The primary purpose of this study is to examine the reasons for attrition of doctoral candidates in the College of Human Resources and Education in… (more)

▼ The primary purpose of this study is to examine the reasons for attrition of doctoral candidates in the College of Human Resources and Education in the Department of Educational Leadership and Policy Studies at Virginia Polytechnic Institute and State University. Graduate students granted candidacy status have fulfilled the following requirements: successful completion of course work, successful completion of the written and oral preliminary examinations, and completion of the residency requirement. The population for this study was students, identified by the Office of Graduate Studies, who attained doctoral candidacy between 1983-1992. During this period, 94 students out of 354 attaining candidacy did not complete the degree. From the 94 students identified, 55 students were eliminated by the Educational Leadership and Policy Studies faculty for one of the following reasons: the student is presently working on dissertation with faculty member, the student was advised not to continue after preliminary examination, or the student was not in the EDAD program, thus leaving 39 candidates. By limiting the study to doctoral candidates who have not completed the degree, it is possible to focus on the experiences of candidates who most likely will not obtain a doctorate. The focus of this study was to develop a picture of how the doctoral degree attrition evolves over time. This was to be accomplished by allowing candidates the opportunity to expound on the doctoral degree experience in a semistructured interview setting. Responses from semistructured interviews were analyzed in order to reconstruct the experiences of those candidates who did not complete the degree and also to determine which barriers were dominant in the process. Results of the interviews were analyzed first for differences between candidates' opinions in general, and then to identify factors that each candidate perceived had promoted, had no effect on, or had impeded degree completion. Also, factors that most affect the decision not to complete the doctoral degree as ranked by the candidates were analyzed. Candidate responses revealed that time and financial management along with professional obligations and personal reasons were the most significant factors in degree non-completion. A secondary factor was that of financial concern and inability of how to obtain information and resources to address this concern. Findings of this study permitted the researcher to identify several factors affecting doctoral degree completion at one institution; the next step might be to operationalize these factors by describing the patterns of attrition, desegregating attrition by the stages of study, and identifying connections between the levels of attrition at various levels. Advisors/Committee Members: Earthman, Glen I. (committeechair), Richards, Robert R. (committee member), Dawson, Christina M. (committee member), Carlton, Patrick W. (committee member), Yakimowski-Srebnick, Mary E. (committee member).

Subjects/Keywords: barriers; attrition; completion; doctoral candidates

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Myers, L. H. (1999). Barriers to Completion of the Doctoral Degree in Educational Administration. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26922

Chicago Manual of Style (16^th Edition):

Myers, Lawrence H. “Barriers to Completion of the Doctoral Degree in Educational Administration.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26922.

MLA Handbook (7^th Edition):

Myers, Lawrence H. “Barriers to Completion of the Doctoral Degree in Educational Administration.” 1999. Web. 27 Jan 2021.

Vancouver:

Myers LH. Barriers to Completion of the Doctoral Degree in Educational Administration. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26922.

Council of Science Editors:

Myers LH. Barriers to Completion of the Doctoral Degree in Educational Administration. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/26922

Virginia Tech

17. Dowling, Maureen F. Chapman Friends School: A Study of the Creation of Culture.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

URL: http://hdl.handle.net/10919/26407

► In recent years a body of literature on the topic of school culture has emerged, highlighting the importance of developing strong school cultures. My purpose… (more)

▼ In recent years a body of literature on the topic of school culture has emerged, highlighting the importance of developing strong school cultures. My purpose was to explore the creation of culture in a new school by studying the school's core principles, leadership, history, practices, decision making, language, membership, environment, and critical events. The setting for this descriptive case study was Chapman Friends School - an alternative Quaker high school located in a mid-Atlantic state. Data-gathering techniques included: (a) weekly on-site observations, (b) formal interviews, (c) school publications and documents, and (d) the researcher's log. The data were analyzed with a thematic coding system based on the cultural components. Three factors were found to be critical in the creation of culture at Chapman Friends School: (a) core principles and the symbolic interactions whereby they were transmitted; (b) the charismatic, authentic leadership of the headmaster; and (c) the consensus-based standards for student membership. The creation of culture at Chapman Friends School was a process wherein school members sought to resolve problems and issues resulting from their conflicting expectations of what the school should be. The creation of culture at Chapman Friends School involved the development of a shared image of what the school should become. Finally, as indicated by previous researchers and supported in this study, a culture evolves over time. The findings expand the field of literature on the subject of school culture and provide insight for school leaders and educators seeking to create effective school cultures. Related topics for further study include: (a) student enrollment screening procedures which shape a school culture, (b) the effect of secular school leaders on the creation of culture in religious-based schools, (c) the effect of the absence of a Quaker majority in Quaker schools, and (d) alternative environmental options for school settings and their effect on school culture. Advisors/Committee Members: Parks, David J. (committeechair), Parson, Stephen R. (committee member), Fenchak, Richard J. (committee member), Dawson, Christina M. (committee member), Carlton, Patrick W. (committee member).

Subjects/Keywords: Friends School; Culture; Alternative Schools; Quaker; LD5655.V856 2000.D695

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dowling, M. F. (2000). Chapman Friends School: A Study of the Creation of Culture. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26407

Chicago Manual of Style (16^th Edition):

Dowling, Maureen F. “Chapman Friends School: A Study of the Creation of Culture.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26407.

MLA Handbook (7^th Edition):

Dowling, Maureen F. “Chapman Friends School: A Study of the Creation of Culture.” 2000. Web. 27 Jan 2021.

Vancouver:

Dowling MF. Chapman Friends School: A Study of the Creation of Culture. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26407.

Council of Science Editors:

Dowling MF. Chapman Friends School: A Study of the Creation of Culture. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/26407

Virginia Tech

18. Lyons-Daniels, Patricia. Interscholastic Sports and The Middle School Student: A Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech

URL: http://hdl.handle.net/10919/29882

► Participating in organized sports activities can result in developmental benefits to the adolescent. Increased fitness, self-esteem, competency, academic success and increased recognition by peers are… (more)

Subjects/Keywords: Adolescents; Interscholastic Sports; Case Study

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Lyons-Daniels, P. (1999). Interscholastic Sports and The Middle School Student: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29882

Chicago Manual of Style (16^th Edition):

Lyons-Daniels, Patricia. “Interscholastic Sports and The Middle School Student: A Case Study.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/29882.

MLA Handbook (7^th Edition):

Lyons-Daniels, Patricia. “Interscholastic Sports and The Middle School Student: A Case Study.” 1999. Web. 27 Jan 2021.

Vancouver:

Lyons-Daniels P. Interscholastic Sports and The Middle School Student: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/29882.

Council of Science Editors:

Lyons-Daniels P. Interscholastic Sports and The Middle School Student: A Case Study. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/29882

Virginia Tech

19. Shepherd, Marie Norfleet. The Effects of a Middle School Magnet Program on Eighth Grade Student Performance.

Degree: EdD, Educational Administration, 1998, Virginia Tech

URL: http://hdl.handle.net/10919/30498

► Magnet schools were developed in the early 1970s when a large number of urban school districts began seeking alternatives to court-ordered desegregation mandates (Levine and… (more)

▼ Magnet schools were developed in the early 1970s when a large number of urban school districts began seeking alternatives to court-ordered desegregation mandates (Levine and Steel, 1994). Since that time, numerous studies have been conducted on the effectiveness of magnet schools in providing a racially balanced learning environment as well as increasing academic achievement. The purpose of the causal-comparative study was to determine if the math and science magnet program at a middle school affected achievement, attendance, and parent perceptions. This study conducted three different analyses. A chi square analysis of the student population was conducted to determine racial balanced on attendance data from the school years 1993-94 through 1996-97, and if the racial balance of the magnet program mirrored that of the district. Three-way ANCOVA analyses, with a 2x2x2 factorial design were performed on attendance and the five components of the 1997 Stanford Achievement Test Form 9-TA results for the eighth grade population at the targeted middle school enrolled during the 1996-97 school year. Complete data for 177 eighth grade students was utilized. Attendance and achievement served as the dependent variables. The independent variables tested were group membership (magnet, non-magnet), gender (male, female), and race/ethnicity (black, white). Socio-economic status (SES) and Literacy Passport Test (LPT) scores served as the covariates in the study. A survey of school effectiveness was sent to a random sample of parents. A t-test was performed to determine if there was a statistically significant difference between the perceptions of parents of magnet students and parents of student not enrolled in the program on school effectiveness. The racial balance of the magnet program did not mirror that of the district. There was more of an equally distributed number of blacks and whites in the magnet program. Within the district, approximately 68% of the student enrollment was black, the white enrollment was approximately 31%. Magnet students achieved statistically significantly higher scores on each of the five components of the Stanford Achievement Test Form 9-TA than non-magnet students. Gender and race/ethnicity differences were statistically significant in science achievement in that male and white students achieved higher scores than female and black students. There was a statistically significant difference in attendance between magnet students and non-magnet students. Magnet students attended school more than non-magnet students. There was no significant difference in perceptions of parents of magnet and non-magnet students. Both groups felt that the school was very good. Implications for future avenues of research were also suggested. Advisors/Committee Members: Richards, Robert R. (committeechair), Salmon, Richard G. (committee member), Earthman, Glen I. (committee member), Yakimowski-Srebnick, Mary E. (committee member), Dawson, Christina M. (committee member).

Subjects/Keywords: attendance; achievement; magnet program; perceptions

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Shepherd, M. N. (1998). The Effects of a Middle School Magnet Program on Eighth Grade Student Performance. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30498

Chicago Manual of Style (16^th Edition):

Shepherd, Marie Norfleet. “The Effects of a Middle School Magnet Program on Eighth Grade Student Performance.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30498.

MLA Handbook (7^th Edition):

Shepherd, Marie Norfleet. “The Effects of a Middle School Magnet Program on Eighth Grade Student Performance.” 1998. Web. 27 Jan 2021.

Vancouver:

Shepherd MN. The Effects of a Middle School Magnet Program on Eighth Grade Student Performance. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30498.

Council of Science Editors:

Shepherd MN. The Effects of a Middle School Magnet Program on Eighth Grade Student Performance. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30498

Virginia Tech

20. Atkinson, Cheryl L. H. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

URL: http://hdl.handle.net/10919/30410

► The purpose of this quantitative/qualitative evaluation study was to analyze the impact of the Success for All (SFA) program on reading achievement, attendance, and academic… (more)

Subjects/Keywords: Reading; Title I; Efficacy; At-risk

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Atkinson, C. L. H. (1998). An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30410

Chicago Manual of Style (16^th Edition):

Atkinson, Cheryl L H. “An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30410.

MLA Handbook (7^th Edition):

Atkinson, Cheryl L H. “An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School.” 1998. Web. 27 Jan 2021.

Vancouver:

Atkinson CLH. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30410.

Council of Science Editors:

Atkinson CLH. An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30410

Virginia Tech

21. Leary, Samuel Ferebee Jr. The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students.

Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech

URL: http://hdl.handle.net/10919/29795

► This quasi-experimental study investigated the effects of the Thinking Maps® program, a series of graphic organizers, on the achievement of fourth-grade students as measured by… (more)

Subjects/Keywords: elementary; achievement; graphic organizers; Thinking Maps®

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Leary, S. F. J. (1999). The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29795

Chicago Manual of Style (16^th Edition):

Leary, Samuel Ferebee Jr. “The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/29795.

MLA Handbook (7^th Edition):

Leary, Samuel Ferebee Jr. “The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students.” 1999. Web. 27 Jan 2021.

Vancouver:

Leary SFJ. The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/29795.

Council of Science Editors:

Leary SFJ. The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/29795

Virginia Tech

22. Victory, James Michael. A Causal-Comparative Study of the Advancement Via Individual Determination (AVID) Program on Middle School Student Achievement and Attendance.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

URL: http://hdl.handle.net/10919/30464

► This was a causal-comparative study the Advancement Via Individual Determination (AVID) Program on middle school student academic achievement and attendance. There were two major research… (more)

▼ This was a causal-comparative study the Advancement Via Individual Determination (AVID) Program on middle school student academic achievement and attendance. There were two major research questions, which were presented. They were as follows: Is there a statistically significant interaction among gender (males, females), race/ethnicity (blacks, whites), and group membership (Talented and Gifted, AVID) with respect to Stanford 9-TA Partial Battery Normal Curve Equivalent (NCE) achievement total scores after controlling for initial differences in socioeconomic status and, Is there a statistically significant interaction among gender (males, females), race/ethnicity (blacks, whites), and group membership (Talented and Gifted, AVID) with respect to attendance after controlling for initial differences in socioeconomic status? These questions were analyzed using two three way ANCOVAS with 2 x 2 x 2 factorial designs, with a .05 alpha level employed to test for statistical significance. The researcher analyzed standardized testing and attendance data collected on the 1996-1997 eighth-grade student cohort within one mid-sized socioeconomic diverse urban school district. Data were collected on 398 students beginning with the 1994-1995 school year and concluding with the 1996-1997 school year. Data for eighth grade students not enrolled in the Gifted and Talented, or AVID programs for that length of time, neither were used. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS, 1995). Threats to the internal and external validity of this study may be that students have relocated or were not present during test administrations and their Stanford 9-TA Partial Battery Achievement Test data were not available. Test data for students neither blacks or whites, or in AVID or the Talented and Gifted programs for the indicated three-year span were not analyzed. Students missing attendance data were also not included. The creators of AVID, profess that students participating in the AVID program will attend school and achieve academically as well as other groups of children. The researcher's analyses of the data does not substantiate this claim. The data yielded that AVID students produced lower achievement scores on the Partial Battery of the Stanford 9-TA Achievement Test in all areas. It was also found that gender, race/ethnicity and group membership were significant factors. Advisors/Committee Members: Richards, Robert R. (committeechair), Yakimowski-Srebnick, Mary E. (committee member), Salmon, Richard G. (committee member), Dawson, Christina M. (committee member), Parson, Stephen R. (committee member).

Subjects/Keywords: Attendance; Achievement; AVID; Advancement Via Individual Determination; Middle School Student

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Victory, J. M. (1998). A Causal-Comparative Study of the Advancement Via Individual Determination (AVID) Program on Middle School Student Achievement and Attendance. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30464

Chicago Manual of Style (16^th Edition):

Victory, James Michael. “A Causal-Comparative Study of the Advancement Via Individual Determination (AVID) Program on Middle School Student Achievement and Attendance.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30464.

MLA Handbook (7^th Edition):

Victory, James Michael. “A Causal-Comparative Study of the Advancement Via Individual Determination (AVID) Program on Middle School Student Achievement and Attendance.” 1998. Web. 27 Jan 2021.

Vancouver:

Victory JM. A Causal-Comparative Study of the Advancement Via Individual Determination (AVID) Program on Middle School Student Achievement and Attendance. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30464.

Council of Science Editors:

Victory JM. A Causal-Comparative Study of the Advancement Via Individual Determination (AVID) Program on Middle School Student Achievement and Attendance. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30464

Virginia Tech

23. Blankenship, Strader E. Factors Related to Computer Use by Teachers in Classroom Instruction.

Degree: EdD, Educational Administration, 1998, Virginia Tech

URL: http://hdl.handle.net/10919/30432

► The purpose of this study was to determine the extent to which the following factors predict computer use by teachers in classroom instruction: attitudes of… (more)

▼ The purpose of this study was to determine the extent to which the following factors predict computer use by teachers in classroom instruction: attitudes of teachers toward computers in the classroom, access by teachers and students to computers, training of teachers in computer use, support of teachers in their use of computers, age of the teacher, grade level in which the teacher teaches, curriculum area in which the teacher teaches, gender of the teacher, and number of years the teacher is from retirement. Computer use was measured in five ways: over-all computer use and use in drill and practice, whole class instruction, student-directed learning, and computer skills instruction. The design of the study was both quantitative and qualitative. The population of the study was the classroom teachers of Carroll County (Virginia) Public Schools. A survey instrument was designed to measure computer use and the factors related to use. The responses from the survey were analyzed with multiple regression techniques to determine which factors were predictors of computer use by teachers in classroom instruction. The qualitative portion of the study consisted of five focus groups (5-7 teachers from grades PreK-2, 3-5, 6-7, 8-9, 10-12). The nominal group technique was used to create a prioritized list of strategies to improve teacher use of computers by focusing on the factors determined to be predictors. Factors that predict computer use varied by grade level. Training was the most common predictor followed by attitude, support, access, and age of teacher. The prioritized lists of strategies from the focus groups included grade and curriculum specific computer training, technology "coaches" in every building, and computer labs in every building. A major implication of the study was that training must be specifically targeted to grade level and curriculum area to be effective. Advisors/Committee Members: Parks, David J. (committeechair), Parson, Stephen R. (committee member), Harris, Larry S. (committee member), Dawson, Christina M. (committee member), Yardley, Dianne R. (committee member).

Subjects/Keywords: computer; use; attitude; access; training; support

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Blankenship, S. E. (1998). Factors Related to Computer Use by Teachers in Classroom Instruction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30432

Chicago Manual of Style (16^th Edition):

Blankenship, Strader E. “Factors Related to Computer Use by Teachers in Classroom Instruction.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30432.

MLA Handbook (7^th Edition):

Blankenship, Strader E. “Factors Related to Computer Use by Teachers in Classroom Instruction.” 1998. Web. 27 Jan 2021.

Vancouver:

Blankenship SE. Factors Related to Computer Use by Teachers in Classroom Instruction. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30432.

Council of Science Editors:

Blankenship SE. Factors Related to Computer Use by Teachers in Classroom Instruction. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30432

Virginia Tech

24. Davis, Sue B. Jr. The Socialization of a Female Superintendent.

Degree: EdD, Educational Administration, 1997, Virginia Tech

URL: http://hdl.handle.net/10919/30337

► This is a single case study of the socialization of a woman in the public school superintendency at the end of the 20th century. It… (more)

Subjects/Keywords: Female; Superintendent; Socialization; Qualitative; Case Study

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Davis, S. B. J. (1997). The Socialization of a Female Superintendent. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30337

Chicago Manual of Style (16^th Edition):

Davis, Sue B Jr. “The Socialization of a Female Superintendent.” 1997. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/30337.

MLA Handbook (7^th Edition):

Davis, Sue B Jr. “The Socialization of a Female Superintendent.” 1997. Web. 27 Jan 2021.

Vancouver:

Davis SBJ. The Socialization of a Female Superintendent. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/30337.

Council of Science Editors:

Davis SBJ. The Socialization of a Female Superintendent. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30337

Virginia Tech

25. Burdette, Paula Jeanne. Administrative Supports of Teachng Partnerships Between General and Special Educators.

Degree: PhD, Educational Leadership and Policy Studies, 1999, Virginia Tech

URL: http://hdl.handle.net/10919/28306

► As educators are held accountable for student outcomes more frequently, more stringently, and more fully throughout the school organization, service delivery systems have become a… (more)

▼ As educators are held accountable for student outcomes more frequently, more stringently, and more fully throughout the school organization, service delivery systems have become a focus. Not only are teachers being held accountable for students' learning, but also principals and other administrators are beginning to feel the pressure from public concerns regarding the education of children in the United States. The quality of student instruction can be addressed through practical service delivery models, while administrators' support of the model chosen for their schools is a pivotal variable for effectiveness and efficiency. Students with identified disabilities are being served more frequently in general education classrooms for all or most of their school day. The percentage of students with disabilities served in heterogeneous classes has increased from 32.8% in 1990-1991 to 44.5% in 1994-1995 (U. S. Department of Education, 1997). The more service delivery options available, the more likely an appropriate education will be delivered to these students with disabilities who are placed in heterogeneous classrooms. Cooperative services between general and special educators such as consultation and co-teaching, which include both direct services to students and indirect services through the classroom teacher, offer unique and malleable options for service delivery. To fully understand the process of administrative support for this innovative model, it is imperative to study the interactions between the innovation, the context in which it is being implemented, and the individuals involved with the innovation (Corbett, Dawson, & Firestone, 1984). The study of a process is difficult because it involves investigating the factors that affect the likelihood that there will be change in the individuals who are involved. It necessitates the need to identify what they do, think, and believe in relation to the demands outlined by an innovation (Fullan, 1982). Researchers suggest the necessity of on-site case studies to gain insight and to investigate processes (Fullan; Hall & Hord, 1987; Huberman & Miles, 1984; Patton, 1990). The intent of this qualitative study is to explore how principals view their ability to support the cooperation between general and special educators for the benefit of students with disabilities. Specifically, the goal is to gain a deeper understanding of the facilitators and inhibitors that principals face when attempting to support this cooperation and to describe methods that principals have used, successfully and unsuccessfully, to avoid barriers to cooperation. Interviews will be conducted with principals who have previously been the special or general educator in a collaborative consultation process, as well as with both general and special educators currently working with this principal. This unusual perspective is designed to give rich descriptive information to educators who choose to use this promising practice of service delivery for at-risk students and students with disabilities at the K-12… Advisors/Committee Members: Crockett, Jean B. (committeechair), Gillespie, Diane Newkirk (committee member), Dawson, Christina M. (committee member), Mason, Christine (committee member), Fortune, Jimmie C. (committee member).

Subjects/Keywords: collaboration; special education; consultation; teaching partnerships; cooperation

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Burdette, P. J. (1999). Administrative Supports of Teachng Partnerships Between General and Special Educators. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28306

Chicago Manual of Style (16^th Edition):

Burdette, Paula Jeanne. “Administrative Supports of Teachng Partnerships Between General and Special Educators.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/28306.

MLA Handbook (7^th Edition):

Burdette, Paula Jeanne. “Administrative Supports of Teachng Partnerships Between General and Special Educators.” 1999. Web. 27 Jan 2021.

Vancouver:

Burdette PJ. Administrative Supports of Teachng Partnerships Between General and Special Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/28306.

Council of Science Editors:

Burdette PJ. Administrative Supports of Teachng Partnerships Between General and Special Educators. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/28306

Virginia Tech

26. Smith, John Edwin. The Effect of the Carnegie Algebra Tutor on Student Achievement and Attitude in Introductory High School Algebra.

Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech

URL: http://hdl.handle.net/10919/27149

► The Third International Mathematics and Science Study (1995) and the National Assessment of Educational Progress results (1996) indicate that the United States has not reached… (more)

▼ The Third International Mathematics and Science Study (1995) and the National Assessment of Educational Progress results (1996) indicate that the United States has not reached the goal of being first in the world in mathematics and science achievement established by the Goals 2000 Act. Many states have adopted the National Council of Teachers of Mathematics standards for mathematics instruction, which call for the integration of computer technology, in an effort to improve international and national mathematics achievement results. Recent research (e.g., Anderson & Koedinger, 1995, Mann, Shakeshaft, Becker, & Kotkamp, 1999) has reported significant increases in student achievement in mathematics through the use of intelligent tutoring software such as the Carnegie Algebra Tutor. This study built upon this body research on computer technology and how it can be effectively integrated into classrooms to impact student achievement and attitude. In particular, the effect of the Carnegie Algebra Tutor on student achievement and attitude towards mathematics in an introductory high school Algebra course was examined. The quantitative portion of the study used a non-equivalent control group design. The population of the study consisted of 445 students. Student achievement was measured using scale scores on the Virginia Algebra I SOL assessment with the Total Mathematics portion of the Stanford 9 Ta as covariate. Student attitudes were measured using a shortened version of the Fennema-Sherman Mathematics Attitude Scales survey. Independent variables included the treatment condition, race/ethnicity, and gender. An ANCOVA was conducted to determine achievement effects, while ANOVA was conducted to determine attitude effects. The qualitative portion of the study consisted of student and teacher focus groups. It was through these focus group sessions that program implementation issues and cognitive and affective effects on students and teachers were examined. Analysis revealed statistically significant mean achievement differences between Black (M=402.2) and White (M=395.7) students. Student focus group data revealed an overall positive experience for students. Emerging themes from the teacher focus group included alignment issues with the Carnegie tutor and the Algebra SOL, implementation concerns, student effects, and software issues. Based on these findings, implications of the results of this study, future avenues of research, and implementation suggestions are offered. Advisors/Committee Members: Twiford, Travis W. (committee member), Blankenship, Strader E. (committee member), Dawson, Christina M. (committee member), Parson, Stephen R. (committeecochair), Yakimowski-Srebnick, Mary E. (committeecochair).

Subjects/Keywords: Attitude; Carnegie Algebra Tutor; Achievement

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Smith, J. E. (2001). The Effect of the Carnegie Algebra Tutor on Student Achievement and Attitude in Introductory High School Algebra. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27149

Chicago Manual of Style (16^th Edition):

Smith, John Edwin. “The Effect of the Carnegie Algebra Tutor on Student Achievement and Attitude in Introductory High School Algebra.” 2001. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/27149.

MLA Handbook (7^th Edition):

Smith, John Edwin. “The Effect of the Carnegie Algebra Tutor on Student Achievement and Attitude in Introductory High School Algebra.” 2001. Web. 27 Jan 2021.

Vancouver:

Smith JE. The Effect of the Carnegie Algebra Tutor on Student Achievement and Attitude in Introductory High School Algebra. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/27149.

Council of Science Editors:

Smith JE. The Effect of the Carnegie Algebra Tutor on Student Achievement and Attitude in Introductory High School Algebra. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/27149

Virginia Tech

27. Taylor, Martha Asterilla. Educating Adolescents in the Context of Section 504 Policy: a Comparative Study of Two Middle Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

URL: http://hdl.handle.net/10919/26928

► Section 504 "prohibits discrimination against persons with disabilities by school districts receiving federal financial assistance" (First & Curcio, 1993, p.33). In public schools, eligible students… (more)

Subjects/Keywords: accommodations; adolescents; middle school; Section 504; ADHD

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Taylor, M. A. (2002). Educating Adolescents in the Context of Section 504 Policy: a Comparative Study of Two Middle Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26928

Chicago Manual of Style (16^th Edition):

Taylor, Martha Asterilla. “Educating Adolescents in the Context of Section 504 Policy: a Comparative Study of Two Middle Schools.” 2002. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26928.

MLA Handbook (7^th Edition):

Taylor, Martha Asterilla. “Educating Adolescents in the Context of Section 504 Policy: a Comparative Study of Two Middle Schools.” 2002. Web. 27 Jan 2021.

Vancouver:

Taylor MA. Educating Adolescents in the Context of Section 504 Policy: a Comparative Study of Two Middle Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26928.

Council of Science Editors:

Taylor MA. Educating Adolescents in the Context of Section 504 Policy: a Comparative Study of Two Middle Schools. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/26928

Virginia Tech

28. Doherty, Theresa M. The Role of Mentors in the Development of School Principals.

Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech

URL: http://hdl.handle.net/10919/26382

► The purpose of this study was to describe the role that mentors played in the development of school principals. This study focused on the role… (more)

Subjects/Keywords: Principalship; Mentors; Principal Preparation Programs

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Doherty, T. M. (1999). The Role of Mentors in the Development of School Principals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26382

Chicago Manual of Style (16^th Edition):

Doherty, Theresa M. “The Role of Mentors in the Development of School Principals.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/26382.

MLA Handbook (7^th Edition):

Doherty, Theresa M. “The Role of Mentors in the Development of School Principals.” 1999. Web. 27 Jan 2021.

Vancouver:

Doherty TM. The Role of Mentors in the Development of School Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/26382.

Council of Science Editors:

Doherty TM. The Role of Mentors in the Development of School Principals. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/26382

Virginia Tech

29. McGinnis, Marvin Harris. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

URL: http://hdl.handle.net/10919/29186

► African Americans continue to perform significantly lower on high-stakes measures of educational achievement than do other ethnic groups. Osborn (1997) attributes this low performance by… (more)

Subjects/Keywords: African American Males; Student Achievement; high-stakes tests

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

McGinnis, M. H. (2002). Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29186

Chicago Manual of Style (16^th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/29186.

MLA Handbook (7^th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Web. 27 Jan 2021.

Vancouver:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/29186.

Council of Science Editors:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/29186

Virginia Tech

30. Freeman, Miriam B. Looping at One Elementary School: How Successful Was It?.

Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech

URL: http://hdl.handle.net/10919/27151

► A current educational practice in grouping students is looping. Looping involves teachers remaining with the same students for two or more years. This practice was… (more)

Subjects/Keywords: Time; Relationships; Achievement; Evaluation; Looping

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Freeman, M. B. (2000). Looping at One Elementary School: How Successful Was It?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27151

Chicago Manual of Style (16^th Edition):

Freeman, Miriam B. “Looping at One Elementary School: How Successful Was It?.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 27, 2021. http://hdl.handle.net/10919/27151.

MLA Handbook (7^th Edition):

Freeman, Miriam B. “Looping at One Elementary School: How Successful Was It?.” 2000. Web. 27 Jan 2021.

Vancouver:

Freeman MB. Looping at One Elementary School: How Successful Was It?. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10919/27151.

Council of Science Editors:

Freeman MB. Looping at One Elementary School: How Successful Was It?. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27151

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations