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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
URL: http://hdl.handle.net/10919/26109 
► 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.…
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▼ 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
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APA (6th 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 (16th Edition):
Torma, Susan C. “The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/26109.
MLA Handbook (7th Edition):
Torma, Susan C. “The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools.” 1998. Web. 26 Jun 2019.
Vancouver:
Torma SC. The Perceptions of Elementary Guidance In the Virginia Beach City Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 26].
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.
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
► <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> <html xmlns="http://www.w3.org/1999/xhtml"> <head> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" /> <title>Rebecca Ware ETD Abstract</title> </head> <body> The professional development…
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<title>Rebecca Ware ETD Abstract</title>
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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.
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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
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APA (6th 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 (16th Edition):
Ware, Rebecca A. “An Evaluation of a Professional Development School: The School Teacher Education Partnership Project.” 2007. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/26300.
MLA Handbook (7th Edition):
Ware, Rebecca A. “An Evaluation of a Professional Development School: The School Teacher Education Partnership Project.” 2007. Web. 26 Jun 2019.
Vancouver:
Ware RA. An Evaluation of a Professional Development School: The School Teacher Education Partnership Project. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2019 Jun 26].
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
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 Virginiaâ s Regional Alternative Education Centers.…
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▼ The purpose of this study was to provide data that could be used to improve staff development in Virginiaâ 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 â one administrative coordinator, one counselor, and two teachers. Three centers were chosen at random from three different geographic regions in
Virginia â 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 evolvedâ 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
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APA (6th 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 (16th 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 June 26, 2019.
http://hdl.handle.net/10919/26852.
MLA Handbook (7th Edition):
Parker, James L F. “Factors Related to the Quality of Staff Development in Virginia's Regional Alternative Education Centers.” 2007. Web. 26 Jun 2019.
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 2019 Jun 26].
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.
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…
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▼ 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
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APA (6th 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 (16th Edition):
Mullins, Maxine Jeanette. “The Regional Instructional Specialist for Adult Education in Virginia: A Case Study.” 2006. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/26320.
MLA Handbook (7th Edition):
Mullins, Maxine Jeanette. “The Regional Instructional Specialist for Adult Education in Virginia: A Case Study.” 2006. Web. 26 Jun 2019.
Vancouver:
Mullins MJ. The Regional Instructional Specialist for Adult Education in Virginia: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Jun 26].
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
5.
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…
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▼ 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 few of the benefits cited by researchers. Participation can also provide opportunities for developmental liabilities to occur. Researchers have cited liabilities such as stress, anxiety and physiological injury. Developmental benefits and liabilities have been the foci of the controversy that has existed over adolescents participating in interscholastic sports programs in the middle and junior high school.
Although research has studied the impact of interscholastic sports on the high school and collegiate athlete, few studies have investigated the impact of interscholastic sports on the middle school athlete. This qualitative case study of four middle school athletes investigated the benefits and liabilities of participating on an interscholastic team to the adolescent athlete.
Based on the literature, four domains were identified as benefits and two domains were identified as liabilities. These six domains were achievement, competency, fitness, self-esteem, sports injuries, stress and anxiety. Interviews were held with students, coaches and parents. These interviews were based on domain specific questions. A journal was kept, and a document review of achievement, attendance and medical records was completed.
The study revealed a pattern of improved grades, increased skill levels in the sport, improved fitness, and increased self-esteem. The students experienced injuries and moments of stress and anxiety.
Advisors/Committee Members: Gatewood, Thomas E. (committee member), Salmon, Richard G. (committee member), Graham, George M. (committee member), Richards, Robert R. (committeecochair), Dawson, Christina M. (committeecochair).
Subjects/Keywords: Adolescents; Interscholastic Sports; Case Study
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APA (6th 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 (16th Edition):
Lyons-Daniels, Patricia. “Interscholastic Sports and The Middle School Student: A Case Study.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29882.
MLA Handbook (7th Edition):
Lyons-Daniels, Patricia. “Interscholastic Sports and The Middle School Student: A Case Study.” 1999. Web. 26 Jun 2019.
Vancouver:
Lyons-Daniels P. Interscholastic Sports and The Middle School Student: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 26].
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
6.
McKinney, Pamela Anne.
A Study To Assess The Relationships Among Student Achievement, Teacher Motivation, And Incentive Pay.
Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech
URL: http://hdl.handle.net/10919/29964
► The purpose of this descriptive study was to investigate the relationships among the awarding of career pay, teacher motivation, and student achievement. This study sought…
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▼ The purpose of this descriptive study was to investigate the relationships among the awarding of career pay, teacher motivation, and student achievement. This study sought to answer the following questions: (1) Is there a difference in intrinsic and extrinsic motivation of those teachers who receive career pay as opposed to those teachers who do not receive career pay? and (2) Is reading and mathematics achievement higher in teachers' classes where teachers receive career pay than in classes where teachers do not receive career pay?
According to the U.S. Department of Education projections, by the year 2009 school systems will face a 2-2.5 million teacher shortage. Some 200,000 new teachers are needed annually to enter the profession. Career pay may prove to be a method to reward, to attract, and to retain excellent teachers.
Student achievement was assessed using the California Achievement Test. Pretest and Posttest gain scores were used to assess higher achievement in reading or mathematics for teachers who receive career pay as opposed to those who did not receive career pay.
A Teacher Motivation Questionnaire was used to assess intrinsic and extrinsic motivation of teachers. Specifically, the instrument was used to determine if teachers who received career pay were more intrinsically or extrinsically motivated than teachers who did not receive career pay.
Data collected were analyzed using the Statistical Package for the Social Sciences using regression analysis, frequencies, reliability, and t-tests.
Conclusions of this study are that teachers who receive career pay are not more intrinsically or extrinsically motivated than teachers who do not receive career pay and that student achievement is not increased by the awarding of career pay.
Advisors/Committee Members: Salmon, Richard G. (committee member), Richards, Robert R. (committee member), Carlton, Patrick W. (committee member), Dawson, Christina M. (committeecochair), Fortune, Jimmie C. (committeecochair).
Subjects/Keywords: Incentive Pay; Teacher Motivation
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APA (6th Edition):
McKinney, P. A. (2000). A Study To Assess The Relationships Among Student Achievement, Teacher Motivation, And Incentive Pay. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29964
Chicago Manual of Style (16th Edition):
McKinney, Pamela Anne. “A Study To Assess The Relationships Among Student Achievement, Teacher Motivation, And Incentive Pay.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29964.
MLA Handbook (7th Edition):
McKinney, Pamela Anne. “A Study To Assess The Relationships Among Student Achievement, Teacher Motivation, And Incentive Pay.” 2000. Web. 26 Jun 2019.
Vancouver:
McKinney PA. A Study To Assess The Relationships Among Student Achievement, Teacher Motivation, And Incentive Pay. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29964.
Council of Science Editors:
McKinney PA. A Study To Assess The Relationships Among Student Achievement, Teacher Motivation, And Incentive Pay. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/29964
Virginia Tech
7.
Lawson, Brenda B.
Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools.
Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech
URL: http://hdl.handle.net/10919/30023
► The public's continued disappointment with public education and the call for both teacher and student accountability is requiring a response from educators. School divisions…
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▼ The public's continued disappointment with public education and the call for both teacher and student accountability is requiring a response from educators. School divisions in the state of
Virginia are developing educational policies that address the state's Standards of Learning Objectives. Administrators and teachers continue to search for innovative ways to adapt the curriculum to guarantee individual student and school success for meeting accreditation requirements in the 2006-2007 school term. This demand for both student and teacher success has created an intense anxiousness among all persons involved in the educational process.
The focus of this study was to determine what makes one school more successful in promoting student achievement on the
Virginia Standards of Learning assessment than another comparable school. The exploration of a school's organizational structure, leadership practices, teaching behaviors of instructional personnel, school culture, and parent support were studied to determine their effect on student performance on the Standards of Learning assessments. The researcher was concerned with understanding of educational practices that would enrich the thinking of principals, teachers, and parents as they continue to accomplish
Virginia's prescribed SOL benchmarks.
Data was collected through classroom and school observations and interviews with the principals, teachers, and parents of the two schools. A cross-case comparison of the targeted schools was performed to check for commonalties and differences.
Several variables emerged from the data that have implications for educators who desire to improve the effectiveness of their organizations and student achievement. An environment that promotes a sense of professional community, teacher efficacy, and a common commitment among stakeholders enhances teacher and student achievement.
Principals willing to share leadership with teachers and parents have effective schools. They inspire and motivate teachers. Effective principals have high-energy levels. They listen to the people they serve. A school culture that encourages and rewards risk-taking serves to enhance teacher and student performance. Effective schools have positive, relaxed work environments. Principals that develop strong interpersonal relationships inside and outside the school positively influence student achievement and performance.
Advisors/Committee Members: Parks, David J. (committeechair), Winters, Marvin E. (committee member), Brown, Robert G. (committee member), Dawson, Christina M. (committee member), Parson, Stephen R. (committee member).
Subjects/Keywords: leadership practices; instruction; parent support; organization; culture
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APA (6th Edition):
Lawson, B. B. (2001). Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30023
Chicago Manual of Style (16th Edition):
Lawson, Brenda B. “Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/30023.
MLA Handbook (7th Edition):
Lawson, Brenda B. “Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools.” 2001. Web. 26 Jun 2019.
Vancouver:
Lawson BB. Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/30023.
Council of Science Editors:
Lawson BB. Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/30023
Virginia Tech
8.
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…
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▼ 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 is a description of the forces that come to bear on her behavior as the chief executive of a school system.
Socialization is a continuous process of adaptation to and personalization of one's environment. Further, it is believed to be a process that occurs throughout one's professional career and life and not a fixed, end state; therefore, one's career is embedded within one's socialization for life.
A model is proposed which represents female socialization as
dynamic role creation through the responses of accommodation
and role personalization as they are affected by the interaction
of organizational, community, and personal forces. These
forces are communicated through the transmittal processes
of formal policies, networking, and mentoring. The unique
experiences of this superintendent are explored to see if
these forces of influence appear in this situation.
Data collected through interviews and document reviews were
coded and then analyzed with a matrix. Seven categories of
subjects were interviewed, so this study not only provides
the perspectives of the superintendent but also those of her
spouse, secretary, current and former colleagues in the central
office, a building-level administrator, current and former
members of the school board, and community residents. Documents
from the news media, records of school board meetings, and
division publications provided information about the total
experiences of this superintendent.
Advisors/Committee Members: Parks, David J. (committeechair), Yardley, Dianne R. (committee member), Lange, Lorraine (committee member), Dawson, Christina M. (committee member), Compton, Elizabeth (committee member).
Subjects/Keywords: Female; Superintendent; Socialization; Qualitative; Case Study
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APA (6th 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 (16th Edition):
Davis, Sue B Jr. “The Socialization of a Female Superintendent.” 1997. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/30337.
MLA Handbook (7th Edition):
Davis, Sue B Jr. “The Socialization of a Female Superintendent.” 1997. Web. 26 Jun 2019.
Vancouver:
Davis SBJ. The Socialization of a Female Superintendent. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Jun 26].
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
9.
Schoetzau, Ellen S.
Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia.
Degree: EdD, Educational Administration, 1998, Virginia Tech
URL: http://hdl.handle.net/10919/30349
► The role of teacher leaders in schools is becoming more prevalent as educators examine ways to insure systemic change. It is based on the assumption…
(more)
▼ The role of teacher leaders in schools is becoming more prevalent as educators examine ways to insure systemic change. It is based on the assumption that education will improve when those closest to the situation are included and encouraged to not only participate in the decision-making process, but also to initiate change. The purpose of this study was to describe the principals' support of teacher leaders in elementary schools in one school system.
This study collected data from all public elementary school principals in a large suburban school district in
Virginia and from selected elementary level teachers in order to answer the following four research questions:
1. Do elementary principals and/or teachers perceive they support the development of teacher leaders?
2. Do elementary principals and/or teachers perceive teacher leaders serve as a vehicle for shared decision-making?
3. Do elementary principals and/or teachers perceive teacher leaders as instrumental in expanding the focus of shared decision-making to include instructional decisions?
4. Do teachers and/or principals receive preparation at the college/university level to assume teacher leadership positions or as principals to guide teachers to assume leadership positions?
The findings of this study indicated that elementary principals and teacher leaders perceive there is support for teacher leaders in their school. There is also agreement that teachers should participate in shared decision-making structures. There is disagreement between the two groups as to the level of participation in such areas as finances, personnel and implementation of new school programs. Finally, the principals do not believe that course work at the university/college level assisted them in promoting and supporting teacher leadership in their school.
Advisors/Committee Members: Parson, Stephen R. (committeechair), Roesch, Maryanne (committee member), Salmon, Richard G. (committee member), Dawson, Christina M. (committee member), Kelly, Patricia Proudfoot (committee member).
Subjects/Keywords: Teacher Leadership Shared decision-making; Elementary Principals; Elementary Schools
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APA (6th Edition):
Schoetzau, E. S. (1998). Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30349
Chicago Manual of Style (16th Edition):
Schoetzau, Ellen S. “Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/30349.
MLA Handbook (7th Edition):
Schoetzau, Ellen S. “Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia.” 1998. Web. 26 Jun 2019.
Vancouver:
Schoetzau ES. Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/30349.
Council of Science Editors:
Schoetzau ES. Principals' Support for Teacher Leaders at Elementary Schools in a Large Suburban School District in Virginia. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/30349
Virginia Tech
10.
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 Dempsey (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
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APA (6th 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 (16th Edition):
Talbot, Patricia A. “Critical Beginnings: Creating School Community for All Children and Families.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/30400.
MLA Handbook (7th Edition):
Talbot, Patricia A. “Critical Beginnings: Creating School Community for All Children and Families.” 1998. Web. 26 Jun 2019.
Vancouver:
Talbot PA. Critical Beginnings: Creating School Community for All Children and Families. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 26].
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
11.
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)
▼ 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 self-efficacy. Robert Slavin (1996) and his colleagues at Johns Hopkins University developed the Success for All program, which incorporates a comprehensive school restructuring approach. This program focuses on improving achievement of at-risk children and aims to have every child reading on or above grade level by grade three (Slavin, 1996).
Two urban, schoolwide Title I elementary schools were compared using a non-equivalent matched group, evaluation design. Stanford 9 reading comprehension scores and attendance data were analyzed through an Analysis of Variance. Results yielded positive effects for group membership (SFA, non-SFA) in reading achievement and reading self-efficacy with mean scores of 58.6 NCEs vs 33.6 NCEs and 86.6 vs 68.7 respectively. Focus group results showed strong parental and staff support for the program.
Implications are presented along with suggested future avenues of research such as the SFA program's impact over time and the investigation of the program's impact on other measures of achievement.
Advisors/Committee Members: Richards, Robert R. (committeechair), Parson, Stephen R. (committee member), Gillespie, Diane Newkirk (committee member), Dawson, Christina M. (committee member), Yakimowski-Srebnick, Mary E. (committee member).
Subjects/Keywords: Reading; Title I; Efficacy; At-risk
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APA (6th 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 (16th 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 June 26, 2019.
http://hdl.handle.net/10919/30410.
MLA Handbook (7th 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. 26 Jun 2019.
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 2019 Jun 26].
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
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)
▼ 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 commitment among high school principals in the United States. Stepwise multiple regression was used to determine which independent variables explained a portion of the dependent variable, affective organizational commitment.
A sample of 396 high school principals, stratified by gender, was drawn from a national data base developed by Quality Education Data of Denver, CO. The sample consisted of 132 females and 264 males. Data were collected from responses to a questionnaire that was mailed to all persons in the sample. Usable responses were received from 60 females and from 142 males.
Results of the stepwise multiple regression indicated that 58 percent of the variation in affective organizational commitment among high school principals was explained by perceived fairness, organizational tenure, perceived organizational support, and high school principals' age. Perceived fairness explained the greatest percentage of variation; age, which entered the regression equation last, explained the least amount of variation.
This study indicates that high school principals, first and foremost, valued fairness from school districts in return for their commitment to school districts. The challenge for superintendents and others who work with high school principals is to maintain fairness in educational settings where there are many diverse and competing student needs in the same school district.
Advisors/Committee Members: Parks, David J. (committeechair), Yakimowski-Srebnick, Mary E. (committee member), Morgan, Samuel D. (committee member), Parson, Stephen R. (committee member), Dawson, Christina M. (committee member).
Subjects/Keywords: Organizational Commitment; High School Principals
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APA (6th 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 (16th Edition):
Hawkins, Delanor Wilbert Jr. “Predictors of Affective Organizational Commitment Among High School Principals.” 1998. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/30420.
MLA Handbook (7th Edition):
Hawkins, Delanor Wilbert Jr. “Predictors of Affective Organizational Commitment Among High School Principals.” 1998. Web. 26 Jun 2019.
Vancouver:
Hawkins DWJ. Predictors of Affective Organizational Commitment Among High School Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2019 Jun 26].
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.
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)
▼ 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 research questions were used to investigate the influence of the variables on the quality of the internships. Procedural and experiential internship characteristics as identified by previous research were used as the basis for the dependent variable. Personal and environmental variables were identified from a review of the literature and through anecdotal experiences.
Surveys were sent to 400 elementary school principals across the United States. The dependent variable involvement was regressed on 17 personal and environmental independent variables using a stepwise regression procedure. Results of the stepwise multiple regression for total quality performed in this study indicated that 39% of the variation in overall internship quality was explained by the intern's belief that the internship was worthwhile, the intern's level of work-related responsibility, whether or not the intern was a part of a cohort during their principal preparation program, and the length of the administrative internship.
This study should be beneficial to colleges, universities, and other entities and individuals who are interested in the development of effective administrative internships in principal preparation programs.
Advisors/Committee Members: Parks, David J. (committeechair), Crockett, Jean B. (committee member), Van Dyke, Ray E. (committee member), Worner, Wayne Dempsey (committee member), Dawson, Christina M. (committee member).
Subjects/Keywords: preparation; elementary; internship; principal
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APA (6th 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 (16th 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 June 26, 2019.
http://hdl.handle.net/10919/37632.
MLA Handbook (7th Edition):
Fleenor, James Russell. “THE INFLUENCE OF SELECTED PERSONAL AND ENVIRONMENTAL VARIABLES ON THE QUALITY OF ELEMENTARY PRINCIPALS' ADMINISTRATIVE INTERNSHIPS.” 2001. Web. 26 Jun 2019.
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 2019 Jun 26].
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
14.
Bengier, Andrea L.
How One Middle School Began to Plan for Instruction - an Action Research Journey.
Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech
URL: http://hdl.handle.net/10919/28148
► This study documented the initial planning process of a group of sixth grade teachers on a collaborative team over a six-month period. Using action research,…
(more)
▼ This study documented the initial planning process of a group of sixth grade teachers on a collaborative team over a six-month period. Using action research, this team of teachers examined their own practices of planning and implementing instruction. The teachers identified a focus area, planned for instruction, implemented the plan, observed the results of their plan, reflected upon the results and revised the plan (Kemmis and Wilkinson, 1998) to map their instruction. The teachers used archival, conventional and inventive information sources (Calhoun, 1994) to collect their data on the identified focus areas. The teachers used the concept of curriculum mapping (Jacobs, 1997) to plan instruction for their assigned students.
The researcher originally had planned to assume three roles in the study: a coach or facilitator, a participant and a participant-observer. As the study progressed the researcher also assumed the role of a member/learner (Mertens, 1998) in the process.
Classroom observations, transcribed audio-tapes of planning meetings, field notes, teacher lesson plans, the teamâ s reflection journal, teacher biographical information, interviews and visual curriculum maps designed by the teachers provided data for the study.
Emergent themes in teacher planning included instructional design, student personal information and parent communication. The themes were defined by the supporting actions of the teachers. Instructional design was defined in the study with mapping, curriculum and instructional strategies. Student personal information encompassed personal learning styles, information regarding student feelings and behaviors, and instructional strategies specifically identified for individual students. Parent communication included school, classroom and student information shared with parents.
The research questions explored were: How does the planning process take place? How did the planning process change as the team worked through the action research process? The findings show that: (1) a team of teachers can become stronger when they articulate their plan for instruction in writing (or in this case, drawing). (2) The concept of curriculum mapping can be a vehicle to insure a systematic instructional planning process. (3) Teachers detail individual assessment and instruction in planning sessions, lesson plans or curriculum maps. (4) Action research can provide a means for teachers to examine their own practices in a non-threatening format when they identify the focus areas of examination. (5) Teachers can learn from each other and share learned information in team planning if they perceive shared beliefs. (6) Teachers can plan for the success of all students when they consider essential questions to be learned and the individual learning styles of their students. (7) Teachers and administrators can work collaboratively in examining planning and instructional practices. (8) Teachers can identify their own professional growth needs when they examine their own practices. The findings also…
Advisors/Committee Members: Parson, Stephen R. (committeechair), Curcio, Claire Cole Vaught (committee member), Dawson, Christina M. (committee member), Niles, Jerome A. (committee member), Kelly, Patricia Proudfoot (committee member).
Subjects/Keywords: teacher planning; curriculum mapping; action research
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APA (6th Edition):
Bengier, A. L. (2000). How One Middle School Began to Plan for Instruction - an Action Research Journey. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28148
Chicago Manual of Style (16th Edition):
Bengier, Andrea L. “How One Middle School Began to Plan for Instruction - an Action Research Journey.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/28148.
MLA Handbook (7th Edition):
Bengier, Andrea L. “How One Middle School Began to Plan for Instruction - an Action Research Journey.” 2000. Web. 26 Jun 2019.
Vancouver:
Bengier AL. How One Middle School Began to Plan for Instruction - an Action Research Journey. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/28148.
Council of Science Editors:
Bengier AL. How One Middle School Began to Plan for Instruction - an Action Research Journey. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/28148
Virginia Tech
15.
Sokol, Gerry Robert.
College Bound: Are High Schools Preparing Students for the Task.
Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech
URL: http://hdl.handle.net/10919/28176
► College Bound: Are High Schools Preparing Students for the Task Gerry R. Sokol (ABSTRACT) The number of college freshmen enrolled in developmental courses is an…
(more)
▼ College Bound: Are High Schools
Preparing Students for the Task
Gerry R. Sokol
(ABSTRACT)
The number of college freshmen enrolled in developmental courses is an indicator that many American high school graduates are not adequately prepared for college. Research has indicated that from 30% to 69% of high school graduates who entered college are required to take at least one developmental course.
The purpose of this study was to examine the high school experiences of freshmen college students, specifically, the roles their high school teachers, high school guidance counselors, the parents, and they themselves played in preparing them for college. Data were analyzed to explore differences by race (majority v. minority), gender and type of English class (regular v. developmental). The participants were freshmen students enrolled in college developmental English and general English courses at one community college and one four year college.
In order to answer the research questions presented in this study, participants completed a 60-item questionnaire. Fifteen items addressed areas that the research questions investigated (i.e. role of high school teachers, guidance counselors, parents, self). The research questions were examined through a series of analysis of variance tests.
Results revealed significant differences by race, gender, type of class and interactions between the effects. The data provide the basis for making recommendations to high school administrators and local school boards which, when implemented will better prepare high school students for the academic rigors of college courses.
Advisors/Committee Members: Earthman, Glen I. (committee member), Salmon, Richard G. (committee member), Dawson, Christina M. (committee member), Driscoll, Lisa G. (committeecochair), Hirt, Joan B. (committeecochair).
Subjects/Keywords: High School Preparation; College Developmental English; College Remediation
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APA (6th Edition):
Sokol, G. R. (2000). College Bound: Are High Schools Preparing Students for the Task. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28176
Chicago Manual of Style (16th Edition):
Sokol, Gerry Robert. “College Bound: Are High Schools Preparing Students for the Task.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/28176.
MLA Handbook (7th Edition):
Sokol, Gerry Robert. “College Bound: Are High Schools Preparing Students for the Task.” 2000. Web. 26 Jun 2019.
Vancouver:
Sokol GR. College Bound: Are High Schools Preparing Students for the Task. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/28176.
Council of Science Editors:
Sokol GR. College Bound: Are High Schools Preparing Students for the Task. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/28176
Virginia Tech
16.
Shelton, Janice R.
Factors Influencing Enrollment in Virginia's Protestant Christian Schools.
Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech
URL: http://hdl.handle.net/10919/29573
► Protestant Christian schools have become a noticeable educational entity. The factors influencing parents to enroll their children in these schools are of interest to the…
(more)
▼ Protestant Christian schools have become a noticeable educational entity. The factors influencing parents to enroll their children in these schools are of interest to the Protestant Christian schools themselves and to the public and nonpublic sectors. A study examining enrollment in
Virginia's Association of Christian Schools International (ACSI) schools indicates that certain factors that tend to lead parents to initially enroll their children in Protestant Christian schools and then to maintain enrollment in Protestant Christian schools. The study also gives a demographic landscape of the principals and parents who are part of ACSI in
Virginia.
Parents cite certain factors as being specifically important as they initially enroll. When they re-enroll their children in Protestant Christian schools, those factors may remain constant or change. This study looks at the reasons parents state as the initial factors leading them to place their children in Protestant Christian schools and the factors that lead them to continue to enroll their children in Protestant Christian schools.
The study also includes perceptions of principals of Protestant Christian Schools of reasons parents enroll their children in these schools. From their experience and position, principals can offer their perspectives of why families enroll their children in Christian schools and keep their children enrolled in the Protestant Christian schools.
Parents and principals were asked to rank what they perceived to be the top five factors leading to enrollment of students in Protestant Christian schools. Ranking the various factors isolated the most prevalent factors determining parents' decisions. Isolating the most-often chosen of the various factors aids the Protestant Christian, other nonpublic, and public schools better to evaluate how each attracts, maintains, and services their respective clientele
Advisors/Committee Members: Dawson, Christina M. (committee member), Sughrue, Jennifer A. (committee member), Geide, Cherie A. (committee member), Salmon, Richard G. (committeecochair), Driscoll, Lisa G. (committeecochair).
Subjects/Keywords: enrollment; Protestant Christian schools
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APA (6th Edition):
Shelton, J. R. (2001). Factors Influencing Enrollment in Virginia's Protestant Christian Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29573
Chicago Manual of Style (16th Edition):
Shelton, Janice R. “Factors Influencing Enrollment in Virginia's Protestant Christian Schools.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29573.
MLA Handbook (7th Edition):
Shelton, Janice R. “Factors Influencing Enrollment in Virginia's Protestant Christian Schools.” 2001. Web. 26 Jun 2019.
Vancouver:
Shelton JR. Factors Influencing Enrollment in Virginia's Protestant Christian Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29573.
Council of Science Editors:
Shelton JR. Factors Influencing Enrollment in Virginia's Protestant Christian Schools. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29573
Virginia Tech
17.
Brewster, Thomas M.
An Historical Coal Mining Community and Its School: A Study of Pocahontas High School, 1908-1991.
Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech
URL: http://hdl.handle.net/10919/29752
► Pocahontas High School, the smallest of four Tazewell County high schools, is presently located in the historic town of Pocahontas, Virginia. From the school's…
(more)
▼ Pocahontas High School, the smallest of four Tazewell County high schools, is presently located in the historic town of Pocahontas,
Virginia. From the school's establishment in 1908 until 1955, the high school was located at the top of Water Street within the town limits. In 1955, students were moved to a new building at its present site just inside the town's corporate limits. The school today serves the communities of Abbs Valley, Boissevain, and the Town of Pocahontas,
Virginia.
This study included an examination of the role of the school in the mining community, and the relationship between the coal company and the school. Thus, the researcher reviewed literature-surrounding life in mining industrial towns to determine whether Pocahontas conformed to the conventional interpretations of such mining-industrial communities. The researcher also considered the life of the school and community following the cessation of mining operations in Pocahontas. An examination of the reasons for the school having remained open despite declining enrollment and the importance of the school to its communities was examined through the eyes of local community leaders, residents, and graduates of Pocahontas High School.
This study employed conventional historical research methods in order to document the history of Pocahontas High School. The data collected from documents and interviews were handled qualitatively, with some data appearing in the form of numbers and graphs. Data gathered for this study were derived from both primary and secondary sources. This study used written, pictorial, and oral sources. Oral materials included oral history interviews with local historians, public officials and individuals involved with Pocahontas High School during the period of study. Triangulation verification techniques were used to accurately describe the impact of coal mining and the closing of the mine on the development, growth, and decline of the school and community.
Advisors/Committee Members: McGehee, Stuart (committee member), Parson, Stephen R. (committee member), Cutlip, Bobbi J. (committee member), Dawson, Christina M. (committeecochair), Carlton, Patrick W. (committeecochair).
Subjects/Keywords: coal mining; school and community; schooling; Pocahontas; small schools; coal towns
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APA (6th Edition):
Brewster, T. M. (2000). An Historical Coal Mining Community and Its School: A Study of Pocahontas High School, 1908-1991. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29752
Chicago Manual of Style (16th Edition):
Brewster, Thomas M. “An Historical Coal Mining Community and Its School: A Study of Pocahontas High School, 1908-1991.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29752.
MLA Handbook (7th Edition):
Brewster, Thomas M. “An Historical Coal Mining Community and Its School: A Study of Pocahontas High School, 1908-1991.” 2000. Web. 26 Jun 2019.
Vancouver:
Brewster TM. An Historical Coal Mining Community and Its School: A Study of Pocahontas High School, 1908-1991. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29752.
Council of Science Editors:
Brewster TM. An Historical Coal Mining Community and Its School: A Study of Pocahontas High School, 1908-1991. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/29752
Virginia Tech
18.
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…
(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 Dempsey (committee member), Dawson, Christina M. (committee member).
Subjects/Keywords: characteristics; servant leaders; leadership; leadership inventory; behaviors; work environments
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APA (6th 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 (16th Edition):
Abel, Ann Todd. “The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29753.
MLA Handbook (7th Edition):
Abel, Ann Todd. “The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study.” 2000. Web. 26 Jun 2019.
Vancouver:
Abel AT. The Characteristics, Behaviors, and Effective Work Environments of Servant Leaders: A Delphi Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 26].
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
19.
Hite, Jr, William Rodger.
Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction.
Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech
URL: http://hdl.handle.net/10919/29774
► The effects of an Extended School Year Program on student achievement, attendance, and stakeholder satisfaction were examined at one middle school in the Henrico County…
(more)
▼ The effects of an Extended School Year Program on student achievement, attendance, and stakeholder satisfaction were examined at one middle school in the Henrico County Public School Division. Several populations were used for this study: participating students, teachers, and parents. Data on English-social studies, math, and science were collected using pretests and posttests. Attendance was taken daily and maintained for participating students. Student and parent satisfaction data were collected using satisfaction surveys. Focus group interviews were conducted to collect teacher satisfaction data. The difference between pretest and posttest scores was used to measure achievement in English-social studies, math, and science. The Average Daily Attendance (ADA) during the Extended School Year Program was compared to the ADA of the school and the division during the previous year. Each student and parent survey response was averaged and reported. Teacher focus group responses were assigned domains and placed into categories and themes.
Findings
Achievement gains were reported in all subject areas. Attendance results indicated that when compared to the school and the division during the previous year, the Average Daily Attendance (ADA) during the Extended School Year Program was lower. Students were most satisfied with their teachers. Parents were most satisfied with the program being offered at no charge, and the transportation provided. Teachers were most satisfied with the daily schedule.
Advisors/Committee Members: Parks, David J. (committeechair), Dawson, Christina M. (committee member), Richards, Robert R. (committee member), Harris, Larry A. (committee member), Crockett, Jean B. (committee member).
Subjects/Keywords: stakeholder satisfaction; academic achievement; middle level learning; remedial programs
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APA (6th Edition):
Hite, Jr, W. R. (2001). Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29774
Chicago Manual of Style (16th Edition):
Hite, Jr, William Rodger. “Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29774.
MLA Handbook (7th Edition):
Hite, Jr, William Rodger. “Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction.” 2001. Web. 26 Jun 2019.
Vancouver:
Hite, Jr WR. Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29774.
Council of Science Editors:
Hite, Jr WR. Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29774
Virginia Tech
20.
Green, Jean R.
The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School.
Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech
URL: http://hdl.handle.net/10919/29775
► The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that…
(more)
▼ The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne's Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluation methods, and evaluated consistently throughout the school year.
Advisors/Committee Members: Parks, David J. (committeechair), Crockett, Jean B. (committee member), Dawson, Christina M. (committee member), Fenchak, Richard J. (committee member), Niles, Jerome A. (committee member).
Subjects/Keywords: teacher evaluation; teacher development; reflective practice; action research; Catholic education
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APA (6th Edition):
Green, J. R. (2001). The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29775
Chicago Manual of Style (16th Edition):
Green, Jean R. “The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School.” 2001. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29775.
MLA Handbook (7th Edition):
Green, Jean R. “The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School.” 2001. Web. 26 Jun 2019.
Vancouver:
Green JR. The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29775.
Council of Science Editors:
Green JR. The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29775
Virginia Tech
21.
Leary, Jr., Samuel Ferebee.
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
► THE EFFECTS OF THINKING MAPS® INSTRUCTION ON THE ACHIEVEMENT OF FOURTH-GRADE STUDENTS Samuel F. Leary Jr. ABSTRACT This quasi-experimental study investigated the effects of the…
(more)
▼ THE EFFECTS OF THINKING MAPS® INSTRUCTION
ON THE ACHIEVEMENT OF FOURTH-GRADE STUDENTS
Samuel F. Leary Jr.
ABSTRACT
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 a standardized test. The researcher used a nonequivalent pretest-post test control group design to compare student achievement between fourth-grade students in two elementary schools within a school division. A total of 78 students participated in the study; 41 in two classes in the treatment group and 37 in the two classes in the control group. The treatment group received instruction in the Thinking Maps® program for seven months.
The instrument used to measure the dependent variables (reading, mathematics, and language) was the Stanford Achievement Test (Ninth Edition). Three four-way ANOVAs, with treatment and control, race, gender, and previous achievement level as independent variables were used to compare the students' scaled scores on the post test. Interviews were conducted with the four teachers to collect data on the treatment and control conditions.
The statistical analyses performed on the post test-scaled scores of the fourth-grade students in the study indicated that there was no significant difference between the treatment and control on any of the variables included in this study. While the quantitative analyses could not validate the owner's of Thinking Maps® program claims of improving student achievement as measured by standardized tests, the researcher provides some insight into teachers' and students' reactions to using these graphic organizers as tools for improving classroom instruction.
Advisors/Committee Members: Dawson, Christina M. (committeechair), Parks, David J. (committee member), Mutter, Davida W. (committee member), Niles, Jerome A. (committee member), Richards, Robert R. (committeecochair).
Subjects/Keywords: elementary; achievement; graphic organizers; Thinking Maps
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APA (6th Edition):
Leary, Jr., S. F. (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 (16th Edition):
Leary, Jr., Samuel Ferebee. “The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29795.
MLA Handbook (7th Edition):
Leary, Jr., Samuel Ferebee. “The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students.” 1999. Web. 26 Jun 2019.
Vancouver:
Leary, Jr. SF. The Effect of Thinking Maps® Instruction on the Achievement of Fourth-Grade Students. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29795.
Council of Science Editors:
Leary, Jr. SF. 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.
Chapman, Paul Eugene.
Multiple Community Services: One Family's Experience.
Degree: PhD, Educational Leadership and Policy Studies, 1999, Virginia Tech
URL: http://hdl.handle.net/10919/29813
► Multiple Community Services: One Family's Experience Paul E. Chapman ABSTRACT The family support movement in the United States has its roots in the early years…
(more)
▼ Multiple Community Services: One Family's Experience
Paul E. Chapman
ABSTRACT
The family support movement in the United States has its roots in the early years of the 20th century when progressives like Jane Addams worked to improve the lives of disadvantaged children and their families. Family support today is provided by multiple public and private agencies. How families experience these services is not well known. Such information could help service providers give meaningful support to those in need.
This is a case study of how one family experienced the receipt of multiple community services. The family lived in
Virginia, and four family members participated in the study. The family consisted of Elizabeth, the matriarch, age 39; Allen, third husband of Elizabeth, age 30; Bradley, middle son of Elizabeth, age 16; and Benjamin, youngest son of Elizabeth, age 14. Elizabeth's eldest son C. C., age 18, did not participate in the study.
The services received by the family were focused on Elizabeth, a childhood victim of parental abuse and a cancer survivor, and Bradley, who was identified with attention deficit hyperactivity disorder. Bradley was a resident in a wilderness program for at-risk boys. The wilderness program was partially funded by the
Virginia Comprehensive Services Act.
The study had four purposes: (1) to inform policy makers about how families are affected by policy decisions on issues pertaining to families, (2) to influence the decisions of policy makers, (3) to add to the definition of quality family support, and (4) to provide information useful to educators and service providers in developing programs for at-risk children and families.
Data sources were observations of, and interviews with, family members. Data were analyzed with the constant comparative method as described by Maykut and Morehouse (1994). The analysis and findings are presented in a narrative report.
Advisors/Committee Members: Parks, David J. (committeechair), Parson, Stephen R. (committee member), Crockett, Jean B. (committee member), Jones, Roy S. (committee member), Dawson, Christina M. (committee member).
Subjects/Keywords: case study; multiple services; family support; community agencies
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APA (6th Edition):
Chapman, P. E. (1999). Multiple Community Services: One Family's Experience. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29813
Chicago Manual of Style (16th Edition):
Chapman, Paul Eugene. “Multiple Community Services: One Family's Experience.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29813.
MLA Handbook (7th Edition):
Chapman, Paul Eugene. “Multiple Community Services: One Family's Experience.” 1999. Web. 26 Jun 2019.
Vancouver:
Chapman PE. Multiple Community Services: One Family's Experience. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29813.
Council of Science Editors:
Chapman PE. Multiple Community Services: One Family's Experience. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/29813
Virginia Tech
23.
Brown, Kathleen Marjorie.
How Parents of Exceptional Children Describe Their Relationships with Educational Professionals.
Degree: PhD, Educational Leadership and Policy Studies, 2005, Virginia Tech
URL: http://hdl.handle.net/10919/29877
► The purpose of this study was to explore relationships between parents of children with exceptionalities and educational professionals. The guiding question of this study was:…
(more)
▼ The purpose of this study was to explore relationships between parents of children with exceptionalities and educational professionals. The guiding question of this study was: How do parents of children with exceptionalities describe their relationships with educational professionals? Bronfenbrenner's (1979) ecological theory and Crockett's (2002) star model for Special Education Planning provided the framework for this qualitative inquiry. Methods included a content analysis of four decades of journal abstracts depicting the past voices of parents of exceptional children. This historical review spanned articles about the following topics: a child's exceptionality being the result of physical or social heredity; educators as experts who train parents; the involvement of parents sought in certain instances; and, finally, professionals seeking out parental impressions and perspectives of educational practices. Current voices of 14 parents of children with exceptionalities were captured by individual and group interviews, as well as observations at an open parent meeting led by state officials. The constant comparative method was used to analyze the qualitative data. The study found current parental dissatisfaction, mainly concerning their relationships with general education professionals. The study's findings were grouped into four thematic categories: Communication, Caring, Competence, and Continuity. A model of parent-professional relationships depicting these categories was developed to inform both special and regular educators of parents' concerns, and, to assist in the establishment and maintenance of ongoing positive relationships.
Advisors/Committee Members: Crockett, Jean B. (committeechair), Salmon, Richard G. (committee member), Doolittle, Peter E. (committee member), Dawson, Christina M. (committee member), Bays, Debora (committee member).
Subjects/Keywords: competence; communication; IDEA; disabilities; exceptionalities; continuity; special education; caring
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APA (6th Edition):
Brown, K. M. (2005). How Parents of Exceptional Children Describe Their Relationships with Educational Professionals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29877
Chicago Manual of Style (16th Edition):
Brown, Kathleen Marjorie. “How Parents of Exceptional Children Describe Their Relationships with Educational Professionals.” 2005. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/29877.
MLA Handbook (7th Edition):
Brown, Kathleen Marjorie. “How Parents of Exceptional Children Describe Their Relationships with Educational Professionals.” 2005. Web. 26 Jun 2019.
Vancouver:
Brown KM. How Parents of Exceptional Children Describe Their Relationships with Educational Professionals. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/29877.
Council of Science Editors:
Brown KM. How Parents of Exceptional Children Describe Their Relationships with Educational Professionals. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29877
Virginia Tech
24.
Wiita, Terry.
Charter School Accountability: Patterns of Practice Among Multiple Sponsoring Agencies.
Degree: PhD, Educational Leadership and Policy Studies, 2000, Virginia Tech
URL: http://hdl.handle.net/10919/77969
► Since 1991, charter schools have become a popular school choice option. Charter schools are independent public schools free from most state regulations in exchange for…
(more)
▼ Since 1991, charter schools have become a popular school choice option. Charter schools are independent public schools free from most state regulations in exchange for a written contract specifying that certain results will be obtained. Charter school accountability depends on both the specific charter school law and the agreement that has been struck between the sponsoring agency and the individual charter school. This study explores the patterns of practice in the accountability processes used by multiple sponsoring agencies in Minnesota. Minnesota's charter school law allows local school districts, post-secondary institutions, and the state education agency to sponsor charter schools. One central overarching question was addressed in this study: How do the micro accountability systems of multiple sponsoring agencies within Minnesota compare? In addition, several subquestions provided the framework for the research:
1. How is the charter school accountability process defined in the state legislation?
2. How is the charter school law interpreted by the state education agency?
3. How do sponsors determine the accountability processes they require of their charter schools?
4. How satisfied are the charter school directors and the sponsoring agencies with their accountability process?
This qualitative study utilized research methods suitable for a multiple case study. The two primary data collection methods were document analysis and interviews. Individual case reports for each type of sponsoring agency were written that discussed specific elements of the accountability systems in use by each type of sponsoring agency within the state. A final report outlining the patterns of practice in the accountability processes used by all sponsors is included.
Any measurement of the macro accountability dimensions in the charter school movement may be confounded by the different micro accountability indicators used by the different sponsoring agencies. This study provides information about the specific accountability processes being adopted by the sponsoring agencies. The results of this study will help sponsoring agencies of charter schools focus on the types of accountability to which they may hold their charter schools accountable.
Advisors/Committee Members: Sughrue, Jennifer A. (committeechair), Crockett, Jean B. (committee member), Twiford, Travis W. (committee member), Parson, Stephen R. (committee member), Dawson, Christina M. (committee member).
Subjects/Keywords: Sponsoring Agencies; Accountability; Minnesota; Charter Schools
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APA (6th Edition):
Wiita, T. (2000). Charter School Accountability: Patterns of Practice Among Multiple Sponsoring Agencies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77969
Chicago Manual of Style (16th Edition):
Wiita, Terry. “Charter School Accountability: Patterns of Practice Among Multiple Sponsoring Agencies.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/77969.
MLA Handbook (7th Edition):
Wiita, Terry. “Charter School Accountability: Patterns of Practice Among Multiple Sponsoring Agencies.” 2000. Web. 26 Jun 2019.
Vancouver:
Wiita T. Charter School Accountability: Patterns of Practice Among Multiple Sponsoring Agencies. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/77969.
Council of Science Editors:
Wiita T. Charter School Accountability: Patterns of Practice Among Multiple Sponsoring Agencies. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/77969
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
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APA (6th 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 (16th Edition):
Burdette, Paula Jeanne. “Administrative Supports of Teachng Partnerships Between General and Special Educators.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/28306.
MLA Handbook (7th Edition):
Burdette, Paula Jeanne. “Administrative Supports of Teachng Partnerships Between General and Special Educators.” 1999. Web. 26 Jun 2019.
Vancouver:
Burdette PJ. Administrative Supports of Teachng Partnerships Between General and Special Educators. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 26].
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.
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
► CHALLENGES OF STUDYING ATTRIBUTES ASSOCIATED WITH AFRICAN AMERICAN MALES WHO ARE NOT SUCCESSFUL WITH TESTING MEASURES by Marvin H. McGinnis Steve R. Parson, Committee Chair…
(more)
▼ CHALLENGES OF STUDYING ATTRIBUTES ASSOCIATED WITH AFRICAN
AMERICAN MALES WHO ARE NOT SUCCESSFUL WITH TESTING MEASURES
by
Marvin H. McGinnis
Steve R. Parson, Committee Chair
Benjamin Dixon, Committee Co-Chair
ABSTRACT
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 African Americans to their disidentification with the academic discourse. Ickes and Layden (1976), Metalsky, Abramson, and Peterson (1982), Finn (1989), and Belgrave, Johnson, and Carey (1992) relate the poor performance of African Americans to the manner in which they internalize/externalize negative and positive outcomes and the longevity of such outcomes being internalized, which they term locus of control. This study explores the variables of self-esteem, locus of control, test anxiety, reading ability, testing behaviors and the performance of African American males on high-stakes tests of educational achievement. Simultaneously, the study provides a reflection on the challenges faced by a practitioner when he studies an issue of critical concern in his own community.
Advisors/Committee Members: Parson, Stephen R. (committeechair), Driscoll, Lisa G. (committee member), Dawson, Christina M. (committee member), Crockett, Jean B. (committee member), Dixon, Benjamin (committeecochair).
Subjects/Keywords: African American Males; Student Achievement; high-stakes tests
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APA (6th 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 (16th 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 June 26, 2019.
http://hdl.handle.net/10919/29186.
MLA Handbook (7th Edition):
McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Web. 26 Jun 2019.
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 2019 Jun 26].
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
27.
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
► Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency By Horace Alan Seibert Committee Chair: Diane Newkirk…
(more)
▼ Child Study as a Prereferral Mechanism
at the Elementary Level in a
Southwestern
Virginia Local Education Agency
By
Horace Alan Seibert
Committee Chair: Diane Newkirk Gillespie
Educational Leadership and Policy Studies
ABSTRACT
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 Dempsey (committee member), Smith, Barbara S. (committee member).
Subjects/Keywords: IDEA; evaluation; appropriate evaluation; functional assessment; intervention; at-risk students; assessment
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APA (6th 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 (16th 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 June 26, 2019.
http://hdl.handle.net/10919/26787.
MLA Handbook (7th Edition):
Seibert, Horace Alan. “Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency.” 2000. Web. 26 Jun 2019.
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 2019 Jun 26].
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
28.
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…
(more)
▼ 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 school funding. The major questions central to this study were: (a) How has the Literary Fund addressed the funding needs of the
Virginia public schools? (b) What significant changes have occurred in the apportionment of Literary Fund revenue? and (c) What are the future trends of the Literary Fund?
The political and social circumstances that prevailed in
Virginia, prior to this funding initiative, were examined to determine what effects they had on its development. Primary documents also were examined to ascertain pertinent information for completion of this study. These included: House and Senate Journals; The Acts of the General Assembly;
Virginia School Reports;
Virginia Second Auditor Reports of the Literary Fund; Annual Reports of the Superintendent of Public Instruction; and the Code of
Virginia. Secondary sources were used to provide background information about the historical events that helped shape the development and perpetuation of the Literary Fund.
Various government officials and a former Superintendent of Public Instruction were interviewed through use of a protocol. The purpose of these interviews was to gain insight on the likely future of the Literary Fund. Their answers to questions were analyzed to determine if consistent themes could be identified. These interviews, along with historical data collected, were examined in order to provide recommendations for future consideration by the Commonwealth of
Virginia relative to the use of Literary Fund revenue.
Advisors/Committee Members: Salmon, Richard G. (committeechair), Dawson, Christina M. (committee member), Worner, Wayne Dempsey (committee member), Driscoll, Lisa G. (committee member), Stainback, George S. (committee member).
Subjects/Keywords: Virginia public school finance; Virginia public school funding; literary fund
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APA (6th 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 (16th 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 June 26, 2019.
http://hdl.handle.net/10919/27303.
MLA Handbook (7th 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. 26 Jun 2019.
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 2019 Jun 26].
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
29.
Boyd, Sr., Frederick Douglas.
Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students.
Degree: EdD, Educational Leadership and Policy Studies, 2000, Virginia Tech
URL: http://hdl.handle.net/10919/27396
► Students in school districts throughout the United States are administered standardized tests in an effort to assess achievement. These annual "academic rites of passage" serve…
(more)
▼ Students in school districts throughout the United States are administered standardized tests in an effort to assess achievement. These annual "academic rites of passage" serve as measures of accountability to the citizenry of every locality served. Many at-risk African-American males score in the lower two quartiles on these tests. Remediation efforts have not significantly raised the achievement of these students. However, there are teachers who are effective with these students. They use both verbal and non-verbal behaviors that facilitate learning. This study was designed to answer the question: What non-verbal behaviors are used by effective teachers of at-risk African-American male middle school students?
Data were collected via teacher observations using the Non-verbal Behavior Teacher Observation Form, an instrument developed to record nonverbal behaviors of teachers. The instrument consists of thirteen behaviors that cover seven non-verbal domains. Four teachers were observed three times each for thirty minutes and two teachers were observed one time. The researcher selected a different at-risk male student each observation resulting in a total of fourteen teacher observations and their interactions with fourteen at-risk male students.
Descriptive statistics were used to identify most frequently and least frequently used non-verbal behaviors. When effective teachers in this study interacted with the at-risk African-American male middle school students, they frequently were in close proximity, changed their voice inflections, established eye contact, invaded students' territories (were within two feet), and gestured to students.
The results of this study may be used as a vehicle or catalyst for the implementation of a school or district-wide training program for teachers of at-risk African-American male students. These results may also be used for teacher preparation programs at the college or university level.
Advisors/Committee Members: Richards, Robert R. (committee member), Smith, Beth C. (committee member), Dawson, Christina M. (committee member), Parks, David J. (committeecochair), Parson, Stephen R. (committeecochair).
Subjects/Keywords: Non-verbal behavior; and Middle Schools; At-risk African-American males
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APA ·
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MLA ·
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CSE |
Export
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APA (6th Edition):
Boyd, Sr., F. D. (2000). Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27396
Chicago Manual of Style (16th Edition):
Boyd, Sr., Frederick Douglas. “Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/27396.
MLA Handbook (7th Edition):
Boyd, Sr., Frederick Douglas. “Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students.” 2000. Web. 26 Jun 2019.
Vancouver:
Boyd, Sr. FD. Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/27396.
Council of Science Editors:
Boyd, Sr. FD. Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27396
Virginia Tech
30.
Ward, Ella Porter.
Mandatory Uniform Dress Code Implementation and the Impact on
Attendance, Achievement, and Perceptions of Classroom Environment.
Degree: EdD, Educational Leadership and Policy Studies, 1999, Virginia Tech
URL: http://hdl.handle.net/10919/26707
► One of the many attempts to solve problems that plague America's schools is the implementation of uniform dress code policies. Those who favor uniforms…
(more)
▼ One of the many attempts to solve problems that plague America's schools is the implementation of uniform dress code policies. Those who favor uniforms contend that uniforms will increase attendance, enhance academic achievement, and improve classroom environment. Prior research studies ( Behling, 1991; Hughes, 1996; and Hoffler-Riddick, 1998) on the effects of mandatory school uniforms have been inconclusive in their findings. The purpose of this study was to examine the impact of mandatory uniform dress codes on student attendance, student achievement, and teachers' perceptions of classroom environment in two middle schools. The dependent variables were student attendance, student achievement, and teachers' perceptions of classroom environment. The independent variables were gender, race/ethnicity and time/years of teaching experience. Descriptive statistics and Analyses of Variance were used to analyze the data. Repeated Measures Analyses of Variance was used to analyze the attendance data in School A for three consecutive years. Analyses of Variance was used to measure the attendance and achievement data in School B for two consecutive years. A self-report questionnaire was designed to measure teachers' perceptions of the impact of uniforms on four domains of classroom environment: student attendance, student behavior, student achievement, and students' self-image. Three-way Analysis of Variance was used to analyze the data collected from the questionnaire.
The results of this study determined that there were no statistically significant differences in overall student attendance or achievement in School A. There were improvements in student achievement in School B after the change in dress to school uniforms. There were inconsistent differences between race/ethnicity and gender with respect to attendance after uniform implementation in schools A and B. Absences increased in School A after the second year with uniforms. Student achievement improved for students in School B, but showed no change in School A. Based on the results of the Uniform Survey administered to teachers in both schools, the perception of classroom environment after uniforms was generally positive. Teachers overwhelmingly supported the uniform policy, but they were inconsistent in their opinions of the overall impact on classroom environment. Teachers in School A felt that student achievement and student self-image improved after the implementation of school uniforms, but they saw no improvements in student attendance or behavior. Teachers in School B felt that student attendance declined after the first year of uniform implementation; however, they felt that there were improvements in student behavior, student achievement, and student self-image. Future research should examine the impact of mandatory uniform dress codes on school climate, students' self-esteem, and the perceptions of parents, students and members of the community.
Advisors/Committee Members: Giddings, Valerie L. (committee member), Parson, Stephen R. (committee member), Hoffler-Riddick, Pamela (committee member), Dawson, Christina M. (committeecochair), Richards, Robert R. (committeecochair).
Subjects/Keywords: Uniform dress code; classroom environment; self-image
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Ward, E. P. (1999). Mandatory Uniform Dress Code Implementation and the Impact on
Attendance, Achievement, and Perceptions of Classroom Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26707
Chicago Manual of Style (16th Edition):
Ward, Ella Porter. “Mandatory Uniform Dress Code Implementation and the Impact on
Attendance, Achievement, and Perceptions of Classroom Environment.” 1999. Doctoral Dissertation, Virginia Tech. Accessed June 26, 2019.
http://hdl.handle.net/10919/26707.
MLA Handbook (7th Edition):
Ward, Ella Porter. “Mandatory Uniform Dress Code Implementation and the Impact on
Attendance, Achievement, and Perceptions of Classroom Environment.” 1999. Web. 26 Jun 2019.
Vancouver:
Ward EP. Mandatory Uniform Dress Code Implementation and the Impact on
Attendance, Achievement, and Perceptions of Classroom Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Jun 26].
Available from: http://hdl.handle.net/10919/26707.
Council of Science Editors:
Ward EP. Mandatory Uniform Dress Code Implementation and the Impact on
Attendance, Achievement, and Perceptions of Classroom Environment. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/26707
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Open Access Theses and Dissertations