+publisher:"Virginia Tech" +contributor:("Driscoll, Lisa G.")

Virginia Tech

1. Campbell, Sarah Talton. Elderly Voter Attitudes toward Public Education Funding in a Rural County: A Qualitative Study.

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

URL: http://hdl.handle.net/10919/26507

► The demography of the United States is in the midst of an unprecedented transition that will result in persons age 65 and over outnumbering children… (more)

▼ The demography of the United States is in the midst of an unprecedented transition that will result in persons age 65 and over outnumbering children by the year 2030 (MacManus, 1995). This demographic shift has the potential to give elderly voters significant influence over public education funding (Poterba, 1997). The purpose of this study was to describe the phenomenon of elderly voter attitudes toward public education funding in a rural county. By engaging elderly voters in dialogue that captured the essence of their lived experiences in school and in the community, valuable information related to how those experiences had nurtured community loyalty or fostered rational self-interest was obtained. A phenomenological approach rooted in the tenets of narrative analysis was used as the framework for the research design in this study. The setting was a rural county in a mid-Atlantic state. Ten volunteers were solicited from among typical elderly voters in the county. Data were collected from personal interviews, field notes, interview notes and reflexive notes. Constant-comparative analysis was conducted in accordance with a three-iteration strategy to develop within and across-case analyses. Code-mapping was used to develop a visible audit trail. Personal narratives based on information obtained from the four data sources were written for each participant. The themes that resulted from an analysis of each narrative across all cases were applied to the economic theories of community loyalty and rational self-interest. The application of the emergent themes relative to each theory led to the conclusion that the lived experiences of the ten participants in school and in the community had impacted their attitudes toward public education funding. The identification of these experiences has implications for local education policy makers as they engage in strategic planning initiatives. Advisors/Committee Members: Burge, Penny L. (committeechair), Driscoll, Lisa G. (committee member), Earthman, Glen I. (committee member), Worner, Wayne M. (committee member).

Subjects/Keywords: elderly; voter; attitudes; education funding; rural; qualitative study

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APA (6^th Edition):

Campbell, S. T. (2007). Elderly Voter Attitudes toward Public Education Funding in a Rural County: A Qualitative Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26507

Chicago Manual of Style (16^th Edition):

Campbell, Sarah Talton. “Elderly Voter Attitudes toward Public Education Funding in a Rural County: A Qualitative Study.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26507.

MLA Handbook (7^th Edition):

Campbell, Sarah Talton. “Elderly Voter Attitudes toward Public Education Funding in a Rural County: A Qualitative Study.” 2007. Web. 26 Jan 2021.

Vancouver:

Campbell ST. Elderly Voter Attitudes toward Public Education Funding in a Rural County: A Qualitative Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26507.

Council of Science Editors:

Campbell ST. Elderly Voter Attitudes toward Public Education Funding in a Rural County: A Qualitative Study. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26507

Virginia Tech

2. Smith, Sandra F. Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004.

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

URL: http://hdl.handle.net/10919/27498

► Special education is a field inherent with compliance and accountability issues. Special Education Administrators are tasked with the responsibility of implementing programs and maintaining compliance… (more)

▼ Special education is a field inherent with compliance and accountability issues. Special Education Administrators are tasked with the responsibility of implementing programs and maintaining compliance with state and federal standards while ensuring high quality educational performance. This research examined how the current Special Education Administrators are being held accountable under NCLB and IDEA. In addition, the previous roles and responsibilities of Special Education Administrator were reviewed in order to provide background information and to provide insight into Special Education Administrators' perceptions of key responsibilities under NCLB and IDEA 2004. The guiding questions for this study are: (1) What do Special Education Administrators perceive as their role and responsibilities under NCLB and IDEA 2004? (2) Do Special Education Administrators perceive their evaluation tool as an adequate measure of the current roles and responsibilities by which they are held accountable under NCLB and IDEA 2004? (3) Does the criteria by which Special Education Administrators are evaluated reflect what the research supports as those components related to roles and responsibilities under NCLB and IDEA 2004? The research design included quantitative and qualitative methods of analysis. The population for this study was stratified sample of 30 Special Education Administrators for the Commonwealth of Virginia. An online survey was utilized to conduct the initial research. In addition, in-depth interviews of special education administrators were conducted in order to gain a better understanding of how they are currently being held accountable. Research revealed that Special Education Administrators perceive they are currently being held accountable under NCLB and IDEA; though research concludes that current performance evaluation methodology does not measure the professional standards, including the roles and responsibilities of the Special Education Administrator. The conclusions of this study emphasize the importance of examining the performance evaluation procedures for Special Education Administrators in the Commonwealth of Virginia. Advisors/Committee Members: Driscoll, Lisa G. (committee member), Martin, Rosalie Marie (committee member), Elitharp-Martin, Toni Marie (committeecochair), Salmon, Richard G. (committeecochair).

Subjects/Keywords: Special Education Administrator; Evaluation; Accountability

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APA (6^th Edition):

Smith, S. F. (2007). Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27498

Chicago Manual of Style (16^th Edition):

Smith, Sandra F. “Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27498.

MLA Handbook (7^th Edition):

Smith, Sandra F. “Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004.” 2007. Web. 26 Jan 2021.

Vancouver:

Smith SF. Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27498.

Council of Science Editors:

Smith SF. Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27498

Virginia Tech

3. Nacheri, Sylvanus Amkaya. Mass schooling, Nation Building and the Sovereignty of the Kenyan state.

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

URL: http://hdl.handle.net/10919/27060

► The purpose of this study was to investigate whether Kenya's national policies of education are consistent with the principles of nation building and state sovereignty.… (more)

Subjects/Keywords: state sovereignty; educational expansion; nation building; mass schooling

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APA (6^th Edition):

Nacheri, S. A. (2006). Mass schooling, Nation Building and the Sovereignty of the Kenyan state. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27060

Chicago Manual of Style (16^th Edition):

Nacheri, Sylvanus Amkaya. “Mass schooling, Nation Building and the Sovereignty of the Kenyan state.” 2006. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27060.

MLA Handbook (7^th Edition):

Nacheri, Sylvanus Amkaya. “Mass schooling, Nation Building and the Sovereignty of the Kenyan state.” 2006. Web. 26 Jan 2021.

Vancouver:

Nacheri SA. Mass schooling, Nation Building and the Sovereignty of the Kenyan state. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27060.

Council of Science Editors:

Nacheri SA. Mass schooling, Nation Building and the Sovereignty of the Kenyan state. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27060

Virginia Tech

4. Early, Jeffrey Bryan. Research Centers as Modes of Technology Transfer between the University and Industry and the Implications for Public K-12 Schools.

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

URL: http://hdl.handle.net/10919/26390

► The Institute for Advanced Learning and Research (IALR) is located in the south central region of Virginia commonly known as "Southside". The IALR was established… (more)

▼ The Institute for Advanced Learning and Research (IALR) is located in the south central region of Virginia commonly known as "Southside". The IALR was established in 2002 by the Code of Virginia for the primary purpose of revitalizing this economically distressed area of Virginia. The education of the citizenry of this area is central to this purpose. One method of providing for this purpose is partnering with the school divisions within the service region of the IALR to provide increased access to educational opportunities. The service region of the IALR includes eight school divisions. The purpose of this study was to determine the perceived needs of K-12 educators in the service region of the IALR in Southside Virginia. Teachers, principals, superintendents, and directors of instruction from each school division in the study area received a hyperlink to a separate survey instrument in which items were selected for inclusion that likely match the participant's knowledge based upon his or her job title. Specifically, they provided their perceptions on teaching staff development needs, administrative staff development needs, curricular needs, and the other needs they may have. Descriptive statistics were used to report the data designed to identify the needs of the eight school divisions in this geographic area. The census survey method was used to collect data from the eight school divisions served by the IALR returned data from 100% of the superintendents and directors of instruction, 70.4% of principals, and 6.4% of teachers within these school divisions. The low response rate for teachers made the value of their perceptions problematic. The findings of the study indicate an overall perceived need for staff development in the areas of special education, science, math, reading, At-Risk programs, and technology. Further, all respondents indicated a desire for greater access to graduate programs, and a majority of participants expressed a desire to have greater communication with the research center in their area. Advisors/Committee Members: Salmon, Richard G. (committee member), Martin, Rosalie Marie (committee member), Earthman, Glen I. (committeecochair), Driscoll, Lisa G. (committeecochair).

Subjects/Keywords: Technology Transfer; Public Schools; Research Centers

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APA (6^th Edition):

Early, J. B. (2007). Research Centers as Modes of Technology Transfer between the University and Industry and the Implications for Public K-12 Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26390

Chicago Manual of Style (16^th Edition):

Early, Jeffrey Bryan. “Research Centers as Modes of Technology Transfer between the University and Industry and the Implications for Public K-12 Schools.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26390.

MLA Handbook (7^th Edition):

Early, Jeffrey Bryan. “Research Centers as Modes of Technology Transfer between the University and Industry and the Implications for Public K-12 Schools.” 2007. Web. 26 Jan 2021.

Vancouver:

Early JB. Research Centers as Modes of Technology Transfer between the University and Industry and the Implications for Public K-12 Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26390.

Council of Science Editors:

Early JB. Research Centers as Modes of Technology Transfer between the University and Industry and the Implications for Public K-12 Schools. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26390

Virginia Tech

5. Church, W. Mark. Benefits of Student Certification: A Study of Automotive Service Managers.

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

URL: http://hdl.handle.net/10919/26249

► Virginia and other states recognize the need for a technically trained workforce and have implemented directives that promote student credentialing. Certifications and other forms of… (more)

▼ Virginia and other states recognize the need for a technically trained workforce and have implemented directives that promote student credentialing. Certifications and other forms of credentialing are used to prove that the recipient has met a predetermined level of competence or mastery of a skill or subject. This study looks specifically at the automotive industry's Automotive Service Excellence (ASE) certification. The primary research question is: Is there a perceived benefit of ASE certification? In addition, two subset questions are explored. The first subset question is (1) Does the ASE certification provide benefits to the employers? And second, (2) do the employers see a benefit of ASE certification to the technicians as compared to those without credentials? This study attempts to answer these questions by polling Virginia automobile service managers regarding their perceptions of the benefits of ASE certification. A sample of 130 dealership service managers was selected at random from the 2006 Virginia Automobile Dealer Association (VADA) Membership Directory. The VADA has 602 franchised dealerships within the Commonwealth of Virginia. A corresponding sample of 130 independent service managers was selected by matching the zip codes of chosen dealerships with an internet phone directory search. The dealership service manager group had four surveys returned as undeliverable or the dealership was out of business. This leaves them with 126 potential participants. The independent service manager group had seven surveys returned as undeliverable or the service center was no longer in business. This leaves them with 123 potential participants. One hundred seventy-eight surveys were returned giving a 71% overall return rate. Automotive technicians are employed at either dealerships or independent service centers. It is hypothesized that the perceptions of ASE certification benefits by the two groups are significantly different from each other. A t test was conducted regarding the difference between the unweighted composite mean scores of dealership service managers and independent service managers regarding both benefits to the employers and again regarding benefits to the technicians. The tests support the hypothesis that there was a significant difference between the perceptions of the two groups. The study concludes that these groups perceive there are moderate benefits to the employer and moderate benefits to the technician; however, the dealership and independent service managers differ in their level of agreement in both categories. Dealership service managers agreed more than independent service managers that there were benefits. Advisors/Committee Members: Salmon, Richard G. (committee member), Martin, Rosalie Marie (committee member), Earthman, Glen I. (committeecochair), Driscoll, Lisa G. (committeecochair).

Subjects/Keywords: automotive certification; credentialing; certification benefits

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APA (6^th Edition):

Church, W. M. (2007). Benefits of Student Certification: A Study of Automotive Service Managers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26249

Chicago Manual of Style (16^th Edition):

Church, W Mark. “Benefits of Student Certification: A Study of Automotive Service Managers.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26249.

MLA Handbook (7^th Edition):

Church, W Mark. “Benefits of Student Certification: A Study of Automotive Service Managers.” 2007. Web. 26 Jan 2021.

Vancouver:

Church WM. Benefits of Student Certification: A Study of Automotive Service Managers. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26249.

Council of Science Editors:

Church WM. Benefits of Student Certification: A Study of Automotive Service Managers. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26249

Virginia Tech

6. Atkins, Lois Major. Organization Features and School Performance.

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

URL: http://hdl.handle.net/10919/27796

► The purpose of this study was to determine the odds of school organization features predicting schools meeting district or state performance goals. The school organization… (more)

▼ The purpose of this study was to determine the odds of school organization features predicting schools meeting district or state performance goals. The school organization features were organizational complexity, shared decision making, and leadership behavior. The dependent variable was school performance, operationally defined as a principalâ s yes response or no response to the question, â did your school meet district or state performance goals.â The independent variables representing organizational complexity were school size, diversity of role, span of control. The independent variables representing shared decision making were curriculum influence, policy influence, and professional development influence. The leadership behavior feature was a composite variable. The percent of school lunch was the covariate, as determined by the percentage of students receiving free lunch and reduced price lunch. The sample for this study was taken from the 1999-2000 Schools and Staffing Surveys (SASS) Public-Use Data (NCES: 2004-372) collected by the National Center for Education Statistics (NCES). The sample consisted of 5,312 public schools and 5,312 public school principals. Data from the SASS Public School Questionnaire and the SASS Public School Principal Questionnaire were used for the data analysis. The methods of data analysis consisted of the identification of indicator variables from SASS, the development of scales, and the fitting of a parsimonious logistic regression model. A principal components analysis was used to extract patterns of association among the indicator variables, shared decision making and leadership behavior. The logistic regression analysis revealed that the best model for predicting the odds of whether schools would meet district or state performance goals consisted of the variables curriculum influence, policy influence, professional development influence, size, diversity of role, span of control, and the covariate, percent of free lunch. The significant variables were curriculum influence, policy influence, professional development influence, and span of control. The odds of school organization features predicting whether schools would meet performance goals was estimated to be .7243, which was less than one or less than chance. There were several limitations of this study that need to be considered when interpreting the results. Advisors/Committee Members: Driscoll, Lisa G. (committeechair), Crockett, Jean B. (committee member), Parks, David J. (committee member), Salmon, Richard G. (committee member).

Subjects/Keywords: decision making; student performance; organization; complexity; achievement; leadership behavior

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APA (6^th Edition):

Atkins, L. M. (2005). Organization Features and School Performance. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27796

Chicago Manual of Style (16^th Edition):

Atkins, Lois Major. “Organization Features and School Performance.” 2005. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27796.

MLA Handbook (7^th Edition):

Atkins, Lois Major. “Organization Features and School Performance.” 2005. Web. 26 Jan 2021.

Vancouver:

Atkins LM. Organization Features and School Performance. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27796.

Council of Science Editors:

Atkins LM. Organization Features and School Performance. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/27796

Virginia Tech

7. Aldaihani, Sultan. Supervisors' Attitudes toward Family Involvement in Kuwait Middle Schools.

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

URL: http://hdl.handle.net/10919/27886

► This quantitative descriptive study investigated the attitudes of educational supervisors (i.e., head teachers) in Kuwaiti middle schools toward the involvement of families in the education… (more)

▼ This quantitative descriptive study investigated the attitudes of educational supervisors (i.e., head teachers) in Kuwaiti middle schools toward the involvement of families in the education of their adolescent children. Joyce Epstein's model of family involvement (1996c) provided the theoretical framework. A survey instrument, Supervisor's Attitudes toward Family Involvement in Kuwait Middle Schools, was adapted and translated into the Arabic language to collect data from male and female Kuwaiti middle schools supervisors in the six school districts. As anticipated, the results of this study identified (a) any significant differences, by gender and district, in attitudes about family involvement among Kuwaiti middle school supervisors; (b) the level of responsibility for encouraging family-school relationships among administrators, teachers, parents, and students; (c) the level of importance of different types of family involvement; (d) the barriers preventing families from being more involved in their children's middle schools in Kuwait; and (e) the degree of importance of each type of educational involvement for family participation during their children's middle school years. Independent sample t-tests were conducted to compare the mean scores by gender for supervisors' attitudes. One–way ANOVA was conducted to determine whether there were significant differences in the mean scores by district. The results indicated there were no significant differences in supervisors' attitudes by geographical district. There were some significant differences in supervisors' attitudes toward family involvement by gender. These findings might be related to traditional culture that affects women in Arabic societies, including the Kuwaiti community. Frequency distributions were calculated to determine the participants' responses to the subsequent research questions. The results indicated that administrators and families were perceived as more responsible for initiating family involvement than supervisors, teachers, and students. All six types of family involvement in Epstein's model (1996c) were important to the supervisors. Lack of time was a serious barrier to family involvement for both teachers and parents and the perceived problem of parent-adolescent conflict during later childhood was an additional barrier. Providing a home environment that supported learning, regular communication with teachers and administrators, and assisting students at home were considered to be highly important. Advisors/Committee Members: Crockett, Jean B. (committeechair), Bodenhorn, Nancy E. (committee member), Salmon, Richard G. (committee member), Driscoll, Lisa G. (committee member).

Subjects/Keywords: Middle Schools; Supervisors and Head Teachers; Kuwait; Family Involvement

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APA (6^th Edition):

Aldaihani, S. (2005). Supervisors' Attitudes toward Family Involvement in Kuwait Middle Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27886

Chicago Manual of Style (16^th Edition):

Aldaihani, Sultan. “Supervisors' Attitudes toward Family Involvement in Kuwait Middle Schools.” 2005. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27886.

MLA Handbook (7^th Edition):

Aldaihani, Sultan. “Supervisors' Attitudes toward Family Involvement in Kuwait Middle Schools.” 2005. Web. 26 Jan 2021.

Vancouver:

Aldaihani S. Supervisors' Attitudes toward Family Involvement in Kuwait Middle Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27886.

Council of Science Editors:

Aldaihani S. Supervisors' Attitudes toward Family Involvement in Kuwait Middle Schools. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/27886

Virginia Tech

8. Drewry, Julie Anne. High School Dropout Experiences: A Social Capital Perspective.

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

URL: http://hdl.handle.net/10919/26260

► The purpose of this study was to record and analyze students' experiences with dropping out of high school within a social capital framework. Discussing the… (more)

▼ The purpose of this study was to record and analyze students' experiences with dropping out of high school within a social capital framework. Discussing the stories of high school dropouts provided valuable information related to the root causes of dropout behaviors in a social capital context. This information can be used to develop programs designed to increase social capital in schools, families, and communities, which can contribute to a decrease in dropout behaviors. This phenomenological study took a narratological research approach that focused on collecting the lived experiences of high school dropouts within a social capital framework. The context of this study was a high school in an urban school division in Southwestern Virginia. The participants were five high school dropouts who speak English as a primary language and were a part of the general education population at the high school. Triangulation of data sources included field notes, interviews with the participants, and archival documents. A three-iteration code mapping procedure was used for data analysis to provide an audit trail. Narrative descriptions of the life histories of each participant were written. The overarching themes resulting from the analysis across the narratives were that none of the students had relationships with members of their families or communities who had the capacity to assist them in their endeavors to complete school; students had the desire to complete school or obtain a GED, but did not have a relationship with any person outside of the school setting who was persistent with encouragement and knowledge; and the students had access to social capital, but did not understand how to use it effectively. Results and conclusions are included in two articles, one written for publication in Sociology of Education, and the other written for publication in Professional School Counseling. Advisors/Committee Members: Burge, Penny L. (committeechair), Bodenhorn, Nancy E. (committee member), Driscoll, Lisa G. (committee member), Salmon, Richard G. (committee member).

Subjects/Keywords: dropout; school completion; social capital; school counseling; high school

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APA (6^th Edition):

Drewry, J. A. (2007). High School Dropout Experiences: A Social Capital Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26260

Chicago Manual of Style (16^th Edition):

Drewry, Julie Anne. “High School Dropout Experiences: A Social Capital Perspective.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26260.

MLA Handbook (7^th Edition):

Drewry, Julie Anne. “High School Dropout Experiences: A Social Capital Perspective.” 2007. Web. 26 Jan 2021.

Vancouver:

Drewry JA. High School Dropout Experiences: A Social Capital Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26260.

Council of Science Editors:

Drewry JA. High School Dropout Experiences: A Social Capital Perspective. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26260

Virginia Tech

9. Heath, Elizabeth Vernon. Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety.

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

URL: http://hdl.handle.net/10919/26236

► The purpose of this pilot and main study was to examine teachers' perceptions of the post No Child Left Behind (NCLB) elementary classroom, the perceived… (more)

▼ The purpose of this pilot and main study was to examine teachers' perceptions of the post No Child Left Behind (NCLB) elementary classroom, the perceived changes, and the implications for teachers' feelings of empowerment and student test anxiety. Previous investigators have agreed that the teacher's voice has been missing, but needed in test anxiety research. By engaging veteran teachers who had experience both before and after the enactment of NCLB in reflective conversation about their experiences, valuable information was gained concerning whether or not teachers felt empowered to perform their duties and what impact they perceived that high stakes standardized testing has had on both teacher anxiety and student test anxiety. This information could be used to inform educational practice and decision making. Triangulation of data sources included narrative data collected through face-to-face interviews with the teachers, the writing of field notes, interview process notes, and reflective journal entries from both the pilot and main studies. Three clear themes emerged that fit the division of the data by the research questions: change in the teachers' experiences, change in teaching vocabulary, and change in the students' experiences. These themes emerged through a process of categorical-content perspective analysis for coding the data and sorting it into themes. The Hermeneutic narrative analysis approach was used to analyze and identify the meaning of these related experiences and stories. The context of the pilot and main studies was elementary schools in a rural school system in the Southeastern United States. The participants were eleven elementary teachers from grades three through five with experience before and after NCLB enactment who taught core academic subjects. Member checks of the interview transcripts and data analysis enhanced the credibility of these reports. The analysis revealed both positive and negative perceptions of the changes in the classroom experience of these elementary teachers, their feelings of empowerment, and the impact of the changes on the test anxiety of their students. Participants across the pilot and main studies indicated that increased stress, pressure, frustration, and professional struggles have had a negative impact on teacher anxiety, teacher efficacy beliefs, and student test anxiety. Advisors/Committee Members: Burge, Penny L. (committeechair), Atkins, Lois M. (committee member), Ollendick, Thomas H. (committee member), Driscoll, Lisa G. (committee member).

Subjects/Keywords: learner empowerment; enhancing student performance; teacher anxiety; NCLB strengths and weaknesses; teacher efficacy

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APA (6^th Edition):

Heath, E. V. (2007). Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26236

Chicago Manual of Style (16^th Edition):

Heath, Elizabeth Vernon. “Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26236.

MLA Handbook (7^th Edition):

Heath, Elizabeth Vernon. “Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety.” 2007. Web. 26 Jan 2021.

Vancouver:

Heath EV. Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26236.

Council of Science Editors:

Heath EV. Teacher Perceptions of Post No Child Left Behind Elementary Teacher and Student Test Anxiety. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26236

Virginia Tech

10. du Plessis, Sarah Browning. Leadership Practices of Women Superintendents: A Qualitative Study.

Degree: PhD, Educational Leadership and Policy Studies, 2008, Virginia Tech

URL: http://hdl.handle.net/10919/29471

► The purpose of this study was to describe the leadership practices of women superintendents of public school divisions. The researcher interviewed eight women superintendents in… (more)

Subjects/Keywords: leadership practices; school administration; gender; women; superintendent

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APA (6^th Edition):

du Plessis, S. B. (2008). Leadership Practices of Women Superintendents: A Qualitative Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29471

Chicago Manual of Style (16^th Edition):

du Plessis, Sarah Browning. “Leadership Practices of Women Superintendents: A Qualitative Study.” 2008. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/29471.

MLA Handbook (7^th Edition):

du Plessis, Sarah Browning. “Leadership Practices of Women Superintendents: A Qualitative Study.” 2008. Web. 26 Jan 2021.

Vancouver:

du Plessis SB. Leadership Practices of Women Superintendents: A Qualitative Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/29471.

Council of Science Editors:

du Plessis SB. Leadership Practices of Women Superintendents: A Qualitative Study. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/29471

Virginia Tech

11. Crockett, Aleta Jo. Nonfiction and Fiction: Does Genre Influence Reader Response?.

Degree: EdD, Curriculum and Instruction, 1998, Virginia Tech

URL: http://hdl.handle.net/10919/25990

► This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic… (more)

▼ This study explores aspects of the theoretical basis of Louise M. Rosenblatt's transactional theory of reading and its focus on the reader's efferent and aesthetic stances during transaction with nonfiction and fiction. The study explores the following questions: Does genre (nonfiction or fiction) influence the reader's response to a literarytext? Does a reader's process of reading change during a nonfictional reading compared to a fictional one? Are there certain factors that persuade a reader to view a nonfictional piece of writing differently than a fictional one? To examine these questions and to ensure the validity of the study, I wrote a story titled "The Exit" and presented the writing to three freshman English classes, first as nonfiction and then during the next class period as fiction. I chose to follow Rosenblatt's class procedure: an initial reading with free responses, an interchange of ideas, and then a rereading of the same text. For research purposes I needed bulk written and verbal responses to compare and contrast. This three-day immersion in nonfiction and fiction reflections produced sufficient data to analyze: (1) written free responses from the initial reading of the text as nonfiction; (2) recorded audio tapes of their small groups, responding to five inquiry questions regarding the nonfiction text; (3) written individual take-home responses to the same five inquiry questions; (4) written free responses from the second reading of the text as fiction; (5) recorded audio tapes of the small group discussions on their nonfiction and fiction responses; and (6) recorded audio tapes of the entire class reflections on the responses to reading the story as both nonfiction and fiction. During this expedition I kept a journal of each day's events so that as my students and I experienced this exploration together, I could capture what we all were feeling and thinking as it was actually happening. Although the students were unaware of genre influence until the third-day class reflection, there were distinct differences in student responses to nonfiction and fiction. These students predominately read nonfiction aesthetically and fiction efferently. In this study with these students, genre did influence the reader's response; the reader's process of reading did change during the nonfictional reading compared to a fictional one; and there were certain factors which persuaded the reader to view the nonfictional piece of writing differently than the fictional one. The contrast and comparison of the students' responses to nonfiction and fiction are shown in a detailed Venn diagram. In addition, I have included an extensive essay titled "The Transactional Dance: Louise Rosenblatt's Presence in the History of Literary Criticism." Her transactional theory of reading transcends time and continues to invite research. Advisors/Committee Members: Kelly, Patricia Proudfoot (committeechair), Graham, Joyce L. (committee member), Driscoll, Lisa G. (committee member), Carico, Kathleen M. (committee member).

Subjects/Keywords: fiction; reading stances; literary criticism; Louise M. Rosenblatt; nonfiction; reader response

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APA (6^th Edition):

Crockett, A. J. (1998). Nonfiction and Fiction: Does Genre Influence Reader Response?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/25990

Chicago Manual of Style (16^th Edition):

Crockett, Aleta Jo. “Nonfiction and Fiction: Does Genre Influence Reader Response?.” 1998. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/25990.

MLA Handbook (7^th Edition):

Crockett, Aleta Jo. “Nonfiction and Fiction: Does Genre Influence Reader Response?.” 1998. Web. 26 Jan 2021.

Vancouver:

Crockett AJ. Nonfiction and Fiction: Does Genre Influence Reader Response?. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/25990.

Council of Science Editors:

Crockett AJ. Nonfiction and Fiction: Does Genre Influence Reader Response?. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/25990

Virginia Tech

12. Barco, Margaret Jackson. The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting.

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

URL: http://hdl.handle.net/10919/26648

► The purpose of this study was to examine the relationship between teacher efficacy and attitudes of secondary general education teachers towards teaching learning disabled students… (more)

▼ The purpose of this study was to examine the relationship between teacher efficacy and attitudes of secondary general education teachers towards teaching learning disabled students in the inclusive classroom setting. An online survey, along with a telephone interview was conducted with secondary teachers as a means to gathering data regarding teacher attitudes and efficacy toward inclusion. Results from the online survey suggested that secondary teachers have both positive and negative attitudes toward inclusion. These attitudes varied when it came to issues of making accommodations and modifications for disabled students, whether part time or full time in the inclusive classroom setting. Responses to items concerning sufficient/insufficient training to teach disabled students brought about differences in responses from male and female participants. The female respondents were undecided as to whether or not they had sufficient training to teach learning disabled students in the inclusive classroom setting. The female respondents also were undecided as to whether or not more undergraduate classes would have given them more confidence working with learning disabled students in the inclusive classroom. As for efficacy, making adaptations, and training, female teachers tended to have a greater degree of confidence in teaching disabled students in the regular classroom setting in comparison to the male teachers whose confidence levels were lower than their female counterparts. The same can be seen with the rural and urban/suburban teacher groups in regards to adaptations and training. Both urban/ suburban teachers tended to project positive attitudes towards making accommodations and modifications for disabled students. They tended to respond in a positive manner when it came to modifying teaching style and adapting the curriculum for disabled students in the inclusive classroom setting. Results from the telephone interview survey concluded that secondary teachers feel that inclusion works for some disabled students, but not others. Some respondents felt that inclusion is responsible for teachers “dummying down” lessons. The respondents also suggested that they have had positive, as well as, negative experiences with inclusion. The positive experiences included making methodological and curricular changes in teaching styles, employing best teaching practices, and reorienting the way assignments are given. The respondents found these changes to be positive for all students, which in turn, helped to change the mindset that lessons were being “dummied down.” Negative experiences included not having a voice in which students would benefit from the inclusion construct. This study concluded that inclusion does have its benefits, as well as it flaws, but its success rests on the attitudes of the teachers in the classroom. The study also concluded that a relationship does exist between teacher self-efficacy and teacher attitudes as they relate to teaching learning disabled students in the inclusive setting. Advisors/Committee Members: Earthman, Glen I. (committeechair), Driscoll, Lisa G. (committee member), Salmon, Richard G. (committee member), Martin, Rosalie Marie (committee member).

Subjects/Keywords: Mainstreaming; Inclusion; Learning Disabled; Teacher Attitude; Student Achievement; Efficacy

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APA (6^th Edition):

Barco, M. J. (2007). The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26648

Chicago Manual of Style (16^th Edition):

Barco, Margaret Jackson. “The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26648.

MLA Handbook (7^th Edition):

Barco, Margaret Jackson. “The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting.” 2007. Web. 26 Jan 2021.

Vancouver:

Barco MJ. The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26648.

Council of Science Editors:

Barco MJ. The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26648

Virginia Tech

13. Ligon, Julie Ann. Special Education Transition: A Case Study of the Community Integration Experience.

Degree: PhD, Administration and Supervision of Special Education, 2009, Virginia Tech

URL: http://hdl.handle.net/10919/26941

► The purpose of this study was to examine and describe transition services vis a vis the community integration of an adult-age special education student with… (more)

▼ The purpose of this study was to examine and describe transition services vis a vis the community integration of an adult-age special education student with a developmental disability. An additional goal was to provide the reader with a detailed portrait of the experiences of this student, especially with respect to the relationships and networks that influenced this student's integration into a community setting. Transition, according to the Individuals with Disabilities Education Improvement Act (2004), is a results-oriented process that requires special education program leaders to focus on the specific needs of each student in order to successfully integrate them in communities. This case study was significant in that it contributed to understanding how an individual with disabilities copes in educational programs and in communities. Data collection involved interviews with an adult age student who received special education transition services, her parent, her case manager, document review of the Individualized Education Program of the selected student, and review of relevant transition program and policy documents. Social capital theory was used as the conceptual framework for this study and guided the data analysis. Three distinctive themes were revealed through the analysis of the data: Community Opportunities, Development and Implementation of the IEP, and Employment. The overall findings of this case study revealed that through implementation of the IEP and the transition service in a community based setting, a multitude of social relationships and networks were activated by the student. The IEP specifically generated relationships and networks through opportunities for the student to have a peer mentor, have structured social time with her peers, have access to community venues, and through employment. The following conclusions were drawn: Community opportunities provide access to resources that influence integration: I EP transition services are a mechanism to facilitate community integration; and, e mployment is a primary outcome of transition service and a means to integrate into the community. The overall findings of this case study confirmed that vital social relationships and networks were activated by the student through conscientious implementation of her IEP and particularly as a result of the recommended transition services that afforded her community-based employment. Advisors/Committee Members: Burge, Penny L. (committeechair), Driscoll, Lisa G. (committee member), Dixon, Benjamin (committee member), Myers, Susan T. (committee member).

Subjects/Keywords: Transition; Community Integration; Social Capital; Special Education

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APA (6^th Edition):

Ligon, J. A. (2009). Special Education Transition: A Case Study of the Community Integration Experience. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26941

Chicago Manual of Style (16^th Edition):

Ligon, Julie Ann. “Special Education Transition: A Case Study of the Community Integration Experience.” 2009. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26941.

MLA Handbook (7^th Edition):

Ligon, Julie Ann. “Special Education Transition: A Case Study of the Community Integration Experience.” 2009. Web. 26 Jan 2021.

Vancouver:

Ligon JA. Special Education Transition: A Case Study of the Community Integration Experience. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26941.

Council of Science Editors:

Ligon JA. Special Education Transition: A Case Study of the Community Integration Experience. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26941

Virginia Tech

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

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

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

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

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Mullins, Foney G. “A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia.” 2001. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27303.

MLA Handbook (7^th Edition):

Mullins, Foney G. “A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia.” 2001. Web. 26 Jan 2021.

Vancouver:

Mullins FG. A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Jan 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

15. Arbogast, Terry E. An Historical Analysis of the Development of Charter School Legislation in Virginia.

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

URL: http://hdl.handle.net/10919/27145

► Understanding the evolution of charter school legislation and the expectations of legislators adopting this legislation is important to school boards and school administrators in Virginia.… (more)

▼ Understanding the evolution of charter school legislation and the expectations of legislators adopting this legislation is important to school boards and school administrators in Virginia. The purpose of this research project was to delineate the historical development of charter school legislation in Virginia. A non-emergent research design was used with two steps of data collection. The first step was a review of all charter school legislation, which covered the General Assembly Sessions 1994-2000, and the second step was a series of open-ended interviews with legislators and others who participated in the charter school legislative development. This study addressed the following research questions: 1. What changes did charter school legislation undergo before members of the Virginia General Assembly finally approved it for implementation? 2. What were the expectations of the legislators who sponsored charter school legislation? 3. What, if anything, either internal or external to the Virginia General Assembly, influenced the presenters of charter school legislation? 4. Did the enacted legislation that was adopted meet the expectations of the legislator who initiated charter school legislation? 5. Are legislators and others satisfied with the current status of charter school development in Virginia? Charter school legislative bills and related amendments from 1994 to 2000 were analyzed. Purposive and snowball sampling identified certain legislators as primary respondents, who were interviewed. After the interviews, the data were transcribed and analyzed using QSR NUDÂ·IST. A total of eight interviews were conducted, and all respondents gave permission to record the interviews. Six themes emerged from the interviews. These themes are 1) Partisan Politics, 2) Local Autonomy, 3) Accountability, 4) Choice, 5) Funding, and 6) Opposition. Charter school legislation is unique to each state. Also, one delegate individually championed charter school legislation in Virginia. There were some external influences (outside the Virginia General Assembly) opposing charter school legislation; primarily the National Association for the Advancement of Colored People (NAACP), the Virginia School Boards Association (VSBA), and the Virginia Education Association (VEA). Equally important, partisan politics and the opposition of the Black Caucus in the General Assembly were the two strongest internal factors in defeating early attempts at charter school passage. All interviewees reported being satisfied with the outcome of charter school legislation; however, several legislators indicated dissatisfaction with the apparent slow pace of school boards in each locality of holding public hearings to determine whether they will accept charter school applications. Additionally, accountability based upon student results, an alternative schooling opportunity for public school students, and a lottery method for student selection were important charter school characteristics for adoption. Advisors/Committee Members: Alexander, M. David (committee member), Driscoll, Lisa G. (committee member), Worner, Wayne M. (committee member), Zody, Richard E. (committee member), Salmon, Richard G. (committeecochair).

Subjects/Keywords: accountability; General Assembly; charter schools; funding

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APA (6^th Edition):

Arbogast, T. E. (2000). An Historical Analysis of the Development of Charter School Legislation in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27145

Chicago Manual of Style (16^th Edition):

Arbogast, Terry E. “An Historical Analysis of the Development of Charter School Legislation in Virginia.” 2000. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27145.

MLA Handbook (7^th Edition):

Arbogast, Terry E. “An Historical Analysis of the Development of Charter School Legislation in Virginia.” 2000. Web. 26 Jan 2021.

Vancouver:

Arbogast TE. An Historical Analysis of the Development of Charter School Legislation in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27145.

Council of Science Editors:

Arbogast TE. An Historical Analysis of the Development of Charter School Legislation in Virginia. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27145

Virginia Tech

16. Rowland, B. Keith. Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia.

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

URL: http://hdl.handle.net/10919/27411

► The primary guiding question proposed for this study is, what are the variations and commonalities in policies among the 132 school districts in the Commonwealth… (more)

Subjects/Keywords: Fifth; First; Compulsory Attendance; Equal Access

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APA (6^th Edition):

Rowland, B. K. (2005). Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27411

Chicago Manual of Style (16^th Edition):

Rowland, B Keith. “Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia.” 2005. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27411.

MLA Handbook (7^th Edition):

Rowland, B Keith. “Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia.” 2005. Web. 26 Jan 2021.

Vancouver:

Rowland BK. Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27411.

Council of Science Editors:

Rowland BK. Comparing and Contrasting Local School Board Policies That Govern Access to Public School Programs and Activities by Home Schooled Students in Virginia. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/27411

Virginia Tech

17. Thomas, Cheryl. The Role of the Public School Superintendent in Local Economic Development.

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

URL: http://hdl.handle.net/10919/27113

► The public school superintendent is seen as the leader of schools and as a spokesperson bridging schools and the community. With this thought in mind,… (more)

Subjects/Keywords: Delphi; Superintendent; Economic Development

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APA (6^th Edition):

Thomas, C. (2002). The Role of the Public School Superintendent in Local Economic Development. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27113

Chicago Manual of Style (16^th Edition):

Thomas, Cheryl. “The Role of the Public School Superintendent in Local Economic Development.” 2002. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27113.

MLA Handbook (7^th Edition):

Thomas, Cheryl. “The Role of the Public School Superintendent in Local Economic Development.” 2002. Web. 26 Jan 2021.

Vancouver:

Thomas C. The Role of the Public School Superintendent in Local Economic Development. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27113.

Council of Science Editors:

Thomas C. The Role of the Public School Superintendent in Local Economic Development. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/27113

Virginia Tech

18. Palermo, Thelma D. Practices of Elementary Principals in Influencing New Teachers to Remain in Education.

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

URL: http://hdl.handle.net/10919/27041

► The grounded theory presented in this study describes practices elementary principals utilize in influencing new teachers to remain in education. Eleven teachers and three elementary… (more)

Subjects/Keywords: Principal Support; School Climate; Retention; New Teachers

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APA (6^th Edition):

Palermo, T. D. (2002). Practices of Elementary Principals in Influencing New Teachers to Remain in Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27041

Chicago Manual of Style (16^th Edition):

Palermo, Thelma D. “Practices of Elementary Principals in Influencing New Teachers to Remain in Education.” 2002. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27041.

MLA Handbook (7^th Edition):

Palermo, Thelma D. “Practices of Elementary Principals in Influencing New Teachers to Remain in Education.” 2002. Web. 26 Jan 2021.

Vancouver:

Palermo TD. Practices of Elementary Principals in Influencing New Teachers to Remain in Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27041.

Council of Science Editors:

Palermo TD. Practices of Elementary Principals in Influencing New Teachers to Remain in Education. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/27041

Virginia Tech

19. Ricci, Ronald J. Trauma resolution treatment as an adjunt to stand treatment for sexual offenders.

Degree: PhD, Human Development, 2004, Virginia Tech

URL: http://hdl.handle.net/10919/27808

► This study explored the use of adding trauma resolution therapy to standard cognitive-behavioral relapse prevention therapy for sex offenders. Ten adjudicated sex offenders with sexual… (more)

Subjects/Keywords: EMDR; trauma; sex offender; treatment

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APA (6^th Edition):

Ricci, R. J. (2004). Trauma resolution treatment as an adjunt to stand treatment for sexual offenders. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27808

Chicago Manual of Style (16^th Edition):

Ricci, Ronald J. “Trauma resolution treatment as an adjunt to stand treatment for sexual offenders.” 2004. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27808.

MLA Handbook (7^th Edition):

Ricci, Ronald J. “Trauma resolution treatment as an adjunt to stand treatment for sexual offenders.” 2004. Web. 26 Jan 2021.

Vancouver:

Ricci RJ. Trauma resolution treatment as an adjunt to stand treatment for sexual offenders. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27808.

Council of Science Editors:

Ricci RJ. Trauma resolution treatment as an adjunt to stand treatment for sexual offenders. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/27808

Virginia Tech

20. McWilliams, Karen P. Traumatic Brain Injury: A Case Study of the School Reintegration Process.

Degree: EdD, Educational Leadership and Policy Studies, 2004, Virginia Tech

URL: http://hdl.handle.net/10919/27312

► The purpose of this linear-analytic exploratory case study is to illustrate the reintegration process from acute care and rehabilitative care to the traditional school setting… (more)

▼ The purpose of this linear-analytic exploratory case study is to illustrate the reintegration process from acute care and rehabilitative care to the traditional school setting after one has sustained a Traumatic Brain Injury (TBI). TBI is an unrecognized educational challenge. Few educational professionals are aware of the divarication of TBI. Traumatic Brain Injury is the leading cause of death and disability in children and adolescents in the United States. The review of literature reveals there is a void between the requirements of the law and educator preparedness regarding TBI. There is a need for a proactive means to enhance transition and reintegration of a TBI student from rehabilitation to the traditional school setting. The research study showed the schematic efforts of one school division to integrate a TBI student. This exploratory case study emphasized the importance of a proactive education treatment planning process that facilitates the transition to the school setting. The study is qualitative in design and examined the sequence of subtopics of the problem, a review of relevant literature, methods used, findings of the data collected and analyzed, and conclusions and implications from the findings. This case study is analogous to a single experiment. Data were gathered from archival records, educational records, medical records, teachers and therapists comments, friendsâ perceptions, family histories, recollections, and interviews with participants in the reintegration process. There were three major domains that have been extracted from the case study. The first domain, the strengths and weakness of the student in the post traumatic brain injury environment were collated, collected, and analyzed. The second domain, the adaptation of Larry involved three general sub sets: (1) Larryâ s self adaptation, (2) the participantsâ roles in the studentâ s adaptation, and (3) other influential factors in Larryâ s adaptation. The third domain centers on the strengths and weaknesses of the strategies used by the school division in the reintegration process. The strengths fell into five general categories; (1) caring professional (2) existing structure for disabled students, (3) cooperation, (4) willingness of general education teachers to make accommodations, and (5) willingness of school-based clinicians to try a variety of approaches. The weaknesses consisted of seven categories; (1) little knowledge of TBI, (2) no in-house pro-active plan,(3) no historical data on TBI, (4) no written records, (5) not central structure (scattered resources), (6) no written plan, and (7) no roster teacher/case manager with authority to direct staff with TBI scenario. The study will enhance the understanding of TBI and will provide a meaningful guide to parents, educators, and school based clinicians. The results illustrated that the data base of this study contained the critical pieces of evidence, this evidence was presented neutrally, and the evidence is valid. A holistic overview of the findings included the major… Advisors/Committee Members: Crockett, Jean B. (committeechair), Gatewood, Thomas E. (committee member), Driscoll, Lisa G. (committee member), Byers, Larry (committee member), Barskee-Carrow, Barbara (committee member).

Subjects/Keywords: School Reintegration Planning Guide; Traumatic Brain Injury; Reintegration; Proactive Planning Process

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APA (6^th Edition):

McWilliams, K. P. (2004). Traumatic Brain Injury: A Case Study of the School Reintegration Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27312

Chicago Manual of Style (16^th Edition):

McWilliams, Karen P. “Traumatic Brain Injury: A Case Study of the School Reintegration Process.” 2004. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27312.

MLA Handbook (7^th Edition):

McWilliams, Karen P. “Traumatic Brain Injury: A Case Study of the School Reintegration Process.” 2004. Web. 26 Jan 2021.

Vancouver:

McWilliams KP. Traumatic Brain Injury: A Case Study of the School Reintegration Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27312.

Council of Science Editors:

McWilliams KP. Traumatic Brain Injury: A Case Study of the School Reintegration Process. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/27312

Virginia Tech

21. Al-Husaini, Meshari. An Investigation Into Factors That May Contribute to School Violence in Male High Schools in Kuwait.

Degree: PhD, Educational Leadership and Policy Studies, 2004, Virginia Tech

URL: http://hdl.handle.net/10919/27367

► This study examined the relationship between social affiliation and school violence among male public high school students in Kuwait. Specifically, this study investigated the violent… (more)

▼ This study examined the relationship between social affiliation and school violence among male public high school students in Kuwait. Specifically, this study investigated the violent behavior characteristics of tribal and non-tribal male public high school students in Kuwait and the relationship between family structure, family type, and student age of those students and school violence. A one-way ANOVA was conducted to test the first null hypothesis: there are no significant differences in mean subscale scores between the four characteristics of violent behavior and the social affiliation of male public high school students in Kuwait. Multiple linear regression was used to develop a predictive linear model for the relationship between violence and household size, family structure, and student age among tribal and non-tribal male public high school students in Kuwait. Six hundred male public high school students were given the Aggression Questionnaire which consisted of four subscales: physical aggression, verbal aggression, anger, and hostility. Tribal participants reported more violent behavior characteristics than non-tribal participants. These results supported previous research regarding a relationship between culture and school violence. The results supported those studies that had previously found a significant relationship between student age and the prediction of school violence as indicated by the Aggression Questionnaire (Al Dokhy's;2003). However, the findings indicated that family structure and family size were not significant predictors of violent behavior for the study sample. A linear regression model for predicting scores for violent behaviors of male public high school students in Kuwait was proposed. Advisors/Committee Members: Alexander, M. David (committee member), Salmon, Richard G. (committee member), Crockett, Jean B. (committee member), Bodenhorn, Nancy E. (committee member), Sughrue, Jennifer A. (committeecochair), Driscoll, Lisa G. (committeecochair).

Subjects/Keywords: education; social affiliation; Kuwait; school violence

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APA (6^th Edition):

Al-Husaini, M. (2004). An Investigation Into Factors That May Contribute to School Violence in Male High Schools in Kuwait. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27367

Chicago Manual of Style (16^th Edition):

Al-Husaini, Meshari. “An Investigation Into Factors That May Contribute to School Violence in Male High Schools in Kuwait.” 2004. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27367.

MLA Handbook (7^th Edition):

Al-Husaini, Meshari. “An Investigation Into Factors That May Contribute to School Violence in Male High Schools in Kuwait.” 2004. Web. 26 Jan 2021.

Vancouver:

Al-Husaini M. An Investigation Into Factors That May Contribute to School Violence in Male High Schools in Kuwait. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27367.

Council of Science Editors:

Al-Husaini M. An Investigation Into Factors That May Contribute to School Violence in Male High Schools in Kuwait. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/27367

Virginia Tech

22. Bechtel, Donald Keith. A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia.

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

URL: http://hdl.handle.net/10919/28772

► Educators often employ instructional approaches because of their customary use in the classroom, not because they are necessarily supported by validated evidence. Missing from leadership… (more)

▼ Educators often employ instructional approaches because of their customary use in the classroom, not because they are necessarily supported by validated evidence. Missing from leadership literature is an understanding specifically about elementary school principals' use of knowledge sources to support their instructional leadership. This study identified the knowledge sources used by nine elementary school principals, discovered the barriers they faced in using the sources, and revealed how they guided their teachers to use the sources. This study was guided by three research questions: (a) What are the knowledge sources used by elementary school principals in Virginia? (b) What are the barriers elementary school principals face to using the knowledge sources? (c) How do elementary school principals guide their teachers to use the sources? The elementary school principals completed extensive data analysis of students' Standards of Learning (SOL) test results and curriculum related benchmark test results to determine their students' instructional weaknesses and strengths. Despite the complexity of challenges such as students' poverty, mobility, and diversity, the elementary school principals conveyed a commitment to access the best current professional knowledge related to the curriculum, leadership, the brain, poverty, diversity, and motivation. Time constraints and funding limitations emerged as barriers for elementary school principals with using knowledge sources. The elementary school principals disseminated knowledge to teachers in a variety of formats. This study provides useful information to school system leaders, school board members, designers of principal preparation programs, and for professional organizations that seek to improve the profession by promoting evidence-based practices. The elementary school principals led with an overriding belief that all children could be successful. Their omnipresent spirit and motivating presence allowed their teachers to prevail despite significant contextual issues and identified instructional weaknesses related to their students. As head learners they accessed the best available knowledge sources and exemplified continuous professional enhancement. Results from SOL tests and curriculum based tests data were critically important knowledge sources. Data allowed the elementary school principals to lead teachers to make sound instructional decisions and enhance their pedagogical repertoires. Advisors/Committee Members: Twiford, Travis W. (committeechair), Driscoll, Lisa G. (committee member), Salmon, Richard G. (committee member), Earthman, Glen I. (committee member), Binggeli, Brian T. (committee member).

Subjects/Keywords: knowledge sources; elementary school principals; leadership

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APA (6^th Edition):

Bechtel, D. K. (2007). A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28772

Chicago Manual of Style (16^th Edition):

Bechtel, Donald Keith. “A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia.” 2007. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/28772.

MLA Handbook (7^th Edition):

Bechtel, Donald Keith. “A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia.” 2007. Web. 26 Jan 2021.

Vancouver:

Bechtel DK. A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/28772.

Council of Science Editors:

Bechtel DK. A Study to Identify the Knowledge Sources Used by Nine Elementary School Principals in Virginia. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/28772

Virginia Tech

23. Cochran, John David. Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia.

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

URL: http://hdl.handle.net/10919/29914

► This study investigated how school divisions in Virginia socialized new middle school principals, and the effects this socialization had on the principals' role. It also… (more)

Subjects/Keywords: school divisions; principals; socialization

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APA (6^th Edition):

Cochran, J. D. (2001). Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29914

Chicago Manual of Style (16^th Edition):

Cochran, John David. “Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia.” 2001. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/29914.

MLA Handbook (7^th Edition):

Cochran, John David. “Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia.” 2001. Web. 26 Jan 2021.

Vancouver:

Cochran JD. Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/29914.

Council of Science Editors:

Cochran JD. Role Outcomes of School Division Socialization Tactics for Middle School Principals in Virginia. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29914

Virginia Tech

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

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

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

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

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/29186.

MLA Handbook (7^th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Web. 26 Jan 2021.

Vancouver:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2021 Jan 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

25. Larroy, Edwin A. Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University.

Degree: PhD, Curriculum and Instruction, 2005, Virginia Tech

URL: http://hdl.handle.net/10919/28126

► The increasing presence of â Latinosâ in higher education presents a challenge to the academy, particularly in understanding their adjustment to the college environment (Umana-Taylor,… (more)

Subjects/Keywords: Latino\a Diaspora; Acculturation and Assimilation; Ethnic Identity; Latinos in Higher Education

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APA (6^th Edition):

Larroy, E. A. (2005). Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28126

Chicago Manual of Style (16^th Edition):

Larroy, Edwin A. “Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University.” 2005. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/28126.

MLA Handbook (7^th Edition):

Larroy, Edwin A. “Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University.” 2005. Web. 26 Jan 2021.

Vancouver:

Larroy EA. Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/28126.

Council of Science Editors:

Larroy EA. Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/28126

Virginia Tech

26. Myers-Daub, Roni. Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities.

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

URL: http://hdl.handle.net/10919/29938

► Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997 set higher standards for the education of students with disabilities. In addition, to the… (more)

▼ Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997 set higher standards for the education of students with disabilities. In addition, to the original purposes of the law that ensured a free and appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE), amendments mandated that students with disabilities be included in state accountability and assessment systems, moving educators from an age of accessibility to an age of accountability. This legislation also ensured that students with disabilities have access to the general curriculum to the maximum extent appropriate, which has influenced educators toward including more students with disabilities in the general education environment. With the increasing numbers of students with learning disabilities (LD) educated in the general education environment, educators face the challenge of providing these students opportunities to access the general curriculum, while ensuring that they receive FAPE. Therefore, the purpose of this study was to explore the teaching practices of special and general educators in the planning, instruction, classroom management, progress monitoring, clinical assistance, and caring of students with LD in inclusive instructional settings to examine how they are aligning their practices to ensure FAPE for these students. Data were collected through a qualitative design, using focus group methodology. A total of 3 special educator and 3 general educator focus groups were conducted for data collection. Major findings that emerged included (a) the absence of common planning time, (b) the use of whole group instruction rather specialized instruction, (c) the unshared responsibility of classroom management, (d) the limited time dedicated to monitoring the learning and academic progress of students with LD, (e) the controversy surrounding adjusting instruction for students with LD, and (f) the importance of teachers showing students with LD that they care about them and their success. Data revealed that the practices of special and general educators align only in the areas of classroom management, particularly in providing classroom routines, and caring. In all other areas, not only do their practices not align, emphasis placed on each area varies within and between special and general educator focus groups. Advisors/Committee Members: Driscoll, Lisa G. (committee member), Butler, Leigh L. (committee member), Janosik, Steven M. (committee member), Crockett, Jean B. (committeecochair), Twiford, Travis W. (committeecochair).

Subjects/Keywords: teaching practices; special education; inclusion

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APA (6^th Edition):

Myers-Daub, R. (2003). Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29938

Chicago Manual of Style (16^th Edition):

Myers-Daub, Roni. “Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities.” 2003. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/29938.

MLA Handbook (7^th Edition):

Myers-Daub, Roni. “Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities.” 2003. Web. 26 Jan 2021.

Vancouver:

Myers-Daub R. Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/29938.

Council of Science Editors:

Myers-Daub R. Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/29938

Virginia Tech

27. Sebens, Patricia Anne Shope. Rationale and Structure for Adequate Public Education: A Value Critical Approach.

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

URL: http://hdl.handle.net/10919/26121

► The purpose of this dissertation was to provide a functional definition of adequacy synthesized from the application of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ)… (more)

▼ The purpose of this dissertation was to provide a functional definition of adequacy synthesized from the application of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) value clusters found in various state litigations pertaining to the financial systems used to distribute educational opportunity. Questions researched in this study were (a) In what manner might the tension of the paradoxical demands of community responsibility and individual rights housed within the principle of liberty be used creatively in the development of public policy? (b) How do the value clusters inherent in democracy allow for balance and affect the provision of adequate educational opportunity? (c) Using value critical analysis, how does funding litigation clarify the search for the meaning of adequate educational opportunity? (d) What themes appear throughout these cases that may be used to build consensus for the development of policy frameworks and the evaluation of present funding systems designed to provide adequate educational opportunity in a particular time and place? As an examination of policy, legal research was used to analyze litigation in cases in which the provision of educational opportunity was challenged based on the terms of art under girding standards established for the delivery of public education. This study was implemented in five stages: 1. Values clusters to be examined were selected through the review of the history of educational opportunity in this nation and current literature addressing public values and education policy. 2. Through the examination of the paradox within the principle of liberty that guarantees individual rights and requires community responsibility, consideration was given to the creative tension, both principled and structural, that laid the foundation for and continues to drive the democratic process. 3. The role that policy development plays in establishing balance was outlined, noting the argumentation process used to transform knowledge through values, to create the framework necessary to take consistent action. 4. Value critical analysis examined the definition given to values clusters of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) as found in court cases adjudicated in the last fifty years affecting the provision of educational opportunities. Litigation was analyzed, considering the standards established for the delivery of public education in state constitutions, the value given to the terms of art underpinning those standards, and the definitions for those terms as established by the courts. 5. Using the information gleaned, a policy framework was developed to structure adequate educational opportunity for all children. Advisors/Committee Members: Salmon, Richard G. (committeechair), Sughrue, Jennifer A. (committee member), Crockett, Jean B. (committee member), Driscoll, Lisa G. (committee member), McDowell, George R. (committee member).

Subjects/Keywords: policy values; adequacy; value critical analysis; policy frameworks; excellence; equity; quality; dignity; educational finance; efficiency; educational opportunity; equality

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APA (6^th Edition):

Sebens, P. A. S. (2006). Rationale and Structure for Adequate Public Education: A Value Critical Approach. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26121

Chicago Manual of Style (16^th Edition):

Sebens, Patricia Anne Shope. “Rationale and Structure for Adequate Public Education: A Value Critical Approach.” 2006. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/26121.

MLA Handbook (7^th Edition):

Sebens, Patricia Anne Shope. “Rationale and Structure for Adequate Public Education: A Value Critical Approach.” 2006. Web. 26 Jan 2021.

Vancouver:

Sebens PAS. Rationale and Structure for Adequate Public Education: A Value Critical Approach. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/26121.

Council of Science Editors:

Sebens PAS. Rationale and Structure for Adequate Public Education: A Value Critical Approach. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/26121

Virginia Tech

28. McNamee, Carole M. Bilateral Art: An Integration of Marriage and Family Therapy, Art Therapy, and Neuroscience.

Degree: PhD, Marriage and Family Therapy, 2004, Virginia Tech

URL: http://hdl.handle.net/10919/11107

► Bilateral art is a neurologically-based therapeutic intervention that engages both dominant and non-dominant hands in the creation of images in response to polarized beliefs, cognitions,… (more)

Subjects/Keywords: art therapy; supervision; neuroscience; bilateral art; marriage and family therapy

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APA (6^th Edition):

McNamee, C. M. (2004). Bilateral Art: An Integration of Marriage and Family Therapy, Art Therapy, and Neuroscience. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11107

Chicago Manual of Style (16^th Edition):

McNamee, Carole M. “Bilateral Art: An Integration of Marriage and Family Therapy, Art Therapy, and Neuroscience.” 2004. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/11107.

MLA Handbook (7^th Edition):

McNamee, Carole M. “Bilateral Art: An Integration of Marriage and Family Therapy, Art Therapy, and Neuroscience.” 2004. Web. 26 Jan 2021.

Vancouver:

McNamee CM. Bilateral Art: An Integration of Marriage and Family Therapy, Art Therapy, and Neuroscience. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/11107.

Council of Science Editors:

McNamee CM. Bilateral Art: An Integration of Marriage and Family Therapy, Art Therapy, and Neuroscience. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/11107

Virginia Tech

29. Grounard, Daniel J. At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature.

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

URL: http://hdl.handle.net/10919/27877

► This grounded theory retrospective case study examined whether the development of the Tennessee Value-Added Assessment System (TVAAS) supported Lasswell's (1951) policy process framework and the… (more)

▼ This grounded theory retrospective case study examined whether the development of the Tennessee Value-Added Assessment System (TVAAS) supported Lasswell's (1951) policy process framework and the ecological adaptation of Marshall, Mitchell and Wirt's policy actors model. The study was a retrospective case study employing semi-structured interviews, analysis of documents, and archival records. The following research questions guided the study: Did the policy process evolve linearly as in Lasswell's theoretical model? If it was different, how? With respect to Marshall, Mitchell, and Wirt's ecological model of policy actor behavior, how was this theory consistent with the evidence from this case study? How did the political culture affect the policy process? How did the selected participants interpret their roles in the different policy stages? What issues developed during the stages of the policy process? How has the Tennessee Value-Added Assessment System as a codified policy changed? The study concluded that the policy process evolved linearly, but took multiple cycles. The Small School Lawsuit precipitated events that suggest features of Punctuated Equilibrium and Multiple Streams theories during the agenda setting stage. The Advocacy Coalition Framework theory underscored many of the events that occurred in later stages. Policy actor behavior changed relative to actor proximity to the inner circle. The traditionalistic policy culture of Tennessee influenced the policy process largely through the elite's inclusion of the TVAAS policy in the omnibus Education Improvement Act (EIA) Bill. The interviewee/participant's roles during the policy process varied at the different policy process stages. Several issues (superintendent elections, teacher evaluation) with the omnibus EIA bill emerged during the policy process that threatened its passage; however, the bill passed due to the initial urgency of fiscal litigation concerns. Since its passage, TVAAS as a codified policy has not experienced any significant changes, except No Child Left Behind has necessitated changes to the types of assessments and indicators. This study may be very useful to policy analyses and policy-makers interested in state level policymaking. Advisors/Committee Members: Driscoll, Lisa G. (committeechair), Arbogast, Terry E. (committee member), Schreck, John F. (committee member), Alexander, M. David (committee member), Salmon, Richard G. (committee member).

Subjects/Keywords: Value-added Assessments; Public policy-making; Assessment

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APA (6^th Edition):

Grounard, D. J. (2006). At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27877

Chicago Manual of Style (16^th Edition):

Grounard, Daniel J. “At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature.” 2006. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27877.

MLA Handbook (7^th Edition):

Grounard, Daniel J. “At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature.” 2006. Web. 26 Jan 2021.

Vancouver:

Grounard DJ. At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27877.

Council of Science Editors:

Grounard DJ. At the Intersection of Political Culture and the Policy Process: an Evolution of the Tennessee Value-Added Assessment System Through the Tennessee Legislature. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27877

Virginia Tech

30. Talley, Zebedee Jr. A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2009, Virginia Tech

URL: http://hdl.handle.net/10919/28003

► This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and achievement.… (more)

▼ This study involved a qualitative investigation of Black middle school students' experiences of teacher characteristics that they saw as influential in their learning and achievement. The sample consisted of 8 students selected from a public middle school in central Virginia . Data collection involved both in-depth individual interviews and classroom observations. Interviews focused on the participants' early educational experiences, middle school experiences with teachers, and experiences of the role that teachers play in learning and achievement. Classroom observations provided additional insight into the classroom setting, participants' actions, and participants' interactions with teachers and other students and were conducted to minimize their influence on classroom activities. A whole-text analysis of the interview transcripts and field notes generated 5 major categories: elementary school experiences, instructional environment, student motivation, student trust, and racism. For each category, subcategories were also developed. Participants were motivated by teacher trust, encouragement, and expectations. They emphasized the need for equity in the classroom as a prerequisite to academic achievement. They were also motivated to learn by teachers who shared instructional and personal time, spoke positively to them about their future, shared their own educational experiences, and demonstrated a caring attitude toward them. Participants described how they were not motivated to learn by teachers who were viewed as racist, yelled at them, refused to spend time assisting them, or displayed an attitude of apathy. They also expressed how they were sometimes denied bathroom privileges, were separated from White students during class, were treated as if they were "invisible," or were treated like second-class citizens. They also experienced racism as prevalent in teachers' grading practices. Significant findings include the following: (a) the Black middle school student participants' educational experiences influenced their learning and the classroom environment, (b) duration of instructional time influenced students' learning, (c) high teacher expectations of students and teacher encouragement of discussions beyond course subject matter increased students' motivation to learn, (d) development of a trusting teacher–'student relationship promoted their learning, and (e) various forms of racism decreased students' willingness to learn. Implications of the findings for educational practice and further research are discussed. Advisors/Committee Members: Burge, Penny L. (committee member), Dixon, Benjamin (committee member), Salmon, Richard G. (committee member), Hein, Serge F. (committeecochair), Driscoll, Lisa G. (committeecochair).

Subjects/Keywords: Achievement Gap; Black Middle School Students; Teacher Characteristics; Student Learning; Student Achievement

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APA (6^th Edition):

Talley, Z. J. (2009). A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28003

Chicago Manual of Style (16^th Edition):

Talley, Zebedee Jr. “A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement.” 2009. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/28003.

MLA Handbook (7^th Edition):

Talley, Zebedee Jr. “A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement.” 2009. Web. 26 Jan 2021.

Vancouver:

Talley ZJ. A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/28003.

Council of Science Editors:

Talley ZJ. A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/28003

Open Access Theses and Dissertations