+publisher:"Virginia Tech" +contributor:("Sellers, James L.")

Virginia Tech

1. Carter, Dennis Gale Jr. The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/70973

► The purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia… (more)

▼ The purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia School Turnaround model of school improvement and how those models influenced school improvement practices in a rural Southwest Virginia school system. Best practices from each of the school improvement models were identified and adopted, which led to the establishment of a hybrid model of school improvement. The study documents how and why the practices were adopted and used in the hybrid model. The paper includes a literature review which examines the evolution of school improvement in the U.S. The description of the historical development of school reform sets the context for in-depth reviews of five current research studies. The studies selected for review, as well as the research study, focus on the role of the central office in school improvement. A synthesis of the studies' findings provided evidence that further research was needed. Data sources for the study include an individual interview of the superintendent, focus group interviews of central office administration and school leadership teams, archival records, and documents. The focus group interviews were conducted to describe the process of implementation of the two school improvement models and to identify school improvement practices that were adopted by the division. This study identifies the practices that were adopted and implemented throughout the rural Southwest Virginia school system. Best practices that are used in the hybrid model of school improvement are Professional Learning Communities, acceleration teams, 90-day school improvement plans, and a tiered remediation program. Barriers to implementation of school improvement were time, the initial lack of support in the Indistar model, involvement, and the understanding of data and data analysis. The themes of professional development, external and internal supports, and sustainability of school improvement are discussed in Chapter 5. Recommendations for practice and future research are presented. Advisors/Committee Members: Tripp, Norman Wayne (committeechair), Lineburg, Mark Young (committee member), Magliaro, Susan G. (committee member), Sellers, James L. (committee member).

Subjects/Keywords: school turnaround; school improvement; strategies for school improvement; remediation; school improvement plan

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APA (6^th Edition):

Carter, D. G. J. (2014). The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70973

Chicago Manual of Style (16^th Edition):

Carter, Dennis Gale Jr. “The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/70973.

MLA Handbook (7^th Edition):

Carter, Dennis Gale Jr. “The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System.” 2014. Web. 26 Jan 2021.

Vancouver:

Carter DGJ. The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/70973.

Council of Science Editors:

Carter DGJ. The Simultaneous Implementation of Two School Improvement Models in a Rural Southwest Virginia School System. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/70973

Virginia Tech

2. Poff, Marietta Elizabeth. School Desegregation in Roanoke, Virginia: The Black Student Perspective.

Degree: PhD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/56661

► The purpose of this study was to explore and document the perspectives of the Black students who were the first to desegregate Roanoke, Virginia, schools… (more)

▼ The purpose of this study was to explore and document the perspectives of the Black students who were the first to desegregate Roanoke, Virginia, schools during the 1960-1961 school year. In September of 1960, nine Black students were chosen to desegregate formerly all-White schools in Roanoke. The stories of these students have not been comprehensively researched or formally recorded. Their perspectives on the desegregation process provide valuable insight to add to the body of knowledge about the desegregation period. A review of the history of Black education on the national, state, and local levels, as well as a brief history of the City of Roanoke are provided as historical context for the desegregation of schools in Roanoke. A review of the literature documenting first person accounts from other Black students who went through the desegregation experience revealed only a small number of formally recorded accounts. Examining the perspectives of Black students who were among the first to desegregate schools can provide a critical perspective on both desegregation and the larger societal issue of integration. The effects of the desegregation experience on students have received little attention. Recording and analyzing their stories provides an important piece of the desegregation record that is currently lacking. The researcher conducted a qualitative case study incorporating interviews of the students, a review of newspaper articles and documents from the time period, and any artifacts and documents that the participants had retained from the time period. Five common themes emerged from the interviews with participants. They were: (a) rejection by White and Black peers, (b) family support, (c) preparation for life in a desegregated society, (d) a sense of loss related to not attending all-Black schools, and (e) the reflective meaning each participant made of their experience. These themes were similar to the experiences of other Black students who desegregated schools. These themes were also similar to themes found in the literature dealing with the value of all-Black schools. Continued documentation of the perspectives of Black students who desegregated schools is one of the recommendations of the study. Advisors/Committee Members: Tripp, Norman Wayne (committeechair), Harris, E Wayne (committee member), Alexander, Michael D. (committee member), Sellers, James L. (committee member).

Subjects/Keywords: Blacks; Desegregation; Oral History; NAACP; Roanoke; Virginia

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APA (6^th Edition):

Poff, M. E. (2014). School Desegregation in Roanoke, Virginia: The Black Student Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56661

Chicago Manual of Style (16^th Edition):

Poff, Marietta Elizabeth. “School Desegregation in Roanoke, Virginia: The Black Student Perspective.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/56661.

MLA Handbook (7^th Edition):

Poff, Marietta Elizabeth. “School Desegregation in Roanoke, Virginia: The Black Student Perspective.” 2014. Web. 26 Jan 2021.

Vancouver:

Poff ME. School Desegregation in Roanoke, Virginia: The Black Student Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/56661.

Council of Science Editors:

Poff ME. School Desegregation in Roanoke, Virginia: The Black Student Perspective. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56661

Virginia Tech

3. Legg, Kristina Conner. The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/51668

► School divisions in Virginia implemented revised or new teacher evaluation systems beginning in 2012. These evaluation systems incorporated teacher portfolios, goal setting, and teacher performance… (more)

Subjects/Keywords: teacher evaluation; teacher experiences; administrator experiences; change process

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APA (6^th Edition):

Legg, K. C. (2015). The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51668

Chicago Manual of Style (16^th Edition):

Legg, Kristina Conner. “The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/51668.

MLA Handbook (7^th Edition):

Legg, Kristina Conner. “The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division.” 2015. Web. 26 Jan 2021.

Vancouver:

Legg KC. The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/51668.

Council of Science Editors:

Legg KC. The Experiences of Teachers and Administrators with a New Teacher Evaluation System in a Local School Division. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51668

Virginia Tech

4. Wray, Caroline Jean. The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/79427

► Positive Behavioral Interventions and Supports (PBIS) frameworks, formerly known as effective school-wide discipline, started in 2005 as a State initiative to help raise student achievement… (more)

▼ Positive Behavioral Interventions and Supports (PBIS) frameworks, formerly known as effective school-wide discipline, started in 2005 as a State initiative to help raise student achievement by addressing the overlapping relationship between classroom conduct and academic achievement (Virginia Department of Education, 2009, superintendent's message). Positive Behavioral Interventions and Supports implemented as part of the effective school-wide discipline practices in the Commonwealth of Virginia are seeing strong reductions in referrals and student exclusions/suspensions from school (Ciolfi, Shin, and Harris, 2011). Over 90,500 individual students were suspended or expelled from a Virginia school in 2010-2011; many of them more than once (2011 p.1). As paradigms switch from reactionary to prevention, school-wide approaches to discipline utilizing Positive Behavioral Interventions and Supports are becoming more frequently used as a tool to reduce the number of office discipline referrals (ODR) and to keep students in class. Since the state has now 223 schools supporting the PBIS framework from 43 different school divisions, a study of the principles and practices of the most successful high school implementations could help high schools which are struggling with managing student conduct issues. By providing a compilation of those principles and practices that school leaders utilized to implement a highly effective Positive Behavioral Intervention Process, schools could focus on them to more successfully incorporate Positive Behavioral Interventions and Supports frameworks in their high schools. Three questions guided the work for this study. First, were there specific principles that the high schools using Positive Behavioral Interventions and Supports operated by to successfully implement and reduce office discipline referrals? Secondly, were there certain practices that these high schools also employed which garnered success? Lastly, what artifacts could the successful schools provide demonstrating their successful implementation of Positive Behavioral Interventions and Supports framework that would provide benefit to beginning or struggling high schools implementing Positive Behavioral Interventions and Supports? A qualitative study was used utilizing the grounded theory method and cross school comparisons of data. Interviewing superintendent-designated leaders from nine high schools that reduced office discipline referrals (ODR), uncovered the principles and practices common to the successful high schools employing Positive Behavioral Interventions and Supports. There were twelve interviews: three group interviews with 2 respondents each and nine individual interviews. The twelve interviews involved 15 people: • four division-level personnel: three were division leaders who were also PBIS Division Coaches and one who was titled PBIS Division Coordinator • eight school administrators (five principals and three assistant principals) • three teachers who also were designated as PBIS School Coaches… Advisors/Committee Members: Gratto, John Robert (committeechair), Sellers, James L. (committeechair), Alexander, Michael D. (committee member), Whitehurst, Cherie C. (committee member).

Subjects/Keywords: Discipline; Positive Behavioral Interventions and Supports; office discipline referrals

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APA (6^th Edition):

Wray, C. J. (2016). The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/79427

Chicago Manual of Style (16^th Edition):

Wray, Caroline Jean. “The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals.” 2016. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/79427.

MLA Handbook (7^th Edition):

Wray, Caroline Jean. “The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals.” 2016. Web. 26 Jan 2021.

Vancouver:

Wray CJ. The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/79427.

Council of Science Editors:

Wray CJ. The Principles and Practices of Virginia High Schools which Implemented Positive Behavioral Interventions and Supports Framework to Reduce Office Discipline Referrals. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/79427

Virginia Tech

5. Witt, Kathy. Consolidation in the Henry County Public School System.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

URL: http://hdl.handle.net/10919/29603

► In the early 1970s, Henry County, Virginia experienced rapid growth but by the late 1970s the population began to decline. In 1982, talks of building… (more)

▼ In the early 1970s, Henry County, Virginia experienced rapid growth but by the late 1970s the population began to decline. In 1982, talks of building a new high school to consolidate two smaller high schools began with the school to be built on the North Carolina boarder. Between 1993 and 2003 approximately 10,523 jobs were lost in Henry County. At this time Henry County operated 20 public schools. In 2000, Dr. Sharon Dodson became the superintendent of Henry County. She was hired to make schools more efficient by using the best available spaces and closing facilities in need of structural repair. In 2001 the school board voted to close three schools but the board of supervisors refused necessary funding for consolidation. During the 2003/04 school year, the school board had no other choice but to revisit the idea of consolidation. In the fall of 2004, reconfiguration occurred which eliminated four facilities with a fifth building closing in the spring of 2008. Today, Henry County operates 14 schools. This study examined the politics associated with the consolidation process in Henry County and closure of five facilities. The literature associated with consolidation concerning divisions and schools within a division was reviewed to provide context and better understanding of the consolidation process. Historical case study methods where employed to conduct the study. Data were collected from primary sources and interviews were handled qualitatively. Triangulation verification techniques were used to describe and verify consolidation events in Henry County. The findings express the issues and challenges faced and met by Henry County during consolidation. The events that led to school closings and some course offerings and programs are described. The findings indicate that consolidation can be successful even when some stakeholders reject the idea and plan of consolidation. Continued research in the field of consolidation could possibly benefit educational and community leaders considering reconfiguration within a school division. Additional research comparing the cost of operating a division before and after consolidation of schools may provide insights that educational and community members should consider before embarking on consolidation. Advisors/Committee Members: Craig, James Richard (committeechair), Earthman, Glen I. (committee member), Sellers, James L. (committee member), Tripp, Norman Wayne (committee member).

Subjects/Keywords: Consolidation and Per Pupil Cost

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APA (6^th Edition):

Witt, K. (2011). Consolidation in the Henry County Public School System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29603

Chicago Manual of Style (16^th Edition):

Witt, Kathy. “Consolidation in the Henry County Public School System.” 2011. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/29603.

MLA Handbook (7^th Edition):

Witt, Kathy. “Consolidation in the Henry County Public School System.” 2011. Web. 26 Jan 2021.

Vancouver:

Witt K. Consolidation in the Henry County Public School System. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/29603.

Council of Science Editors:

Witt K. Consolidation in the Henry County Public School System. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29603

Virginia Tech

6. Cornett, Joshua Stephen. Policies and Practices for Improving Student Bus Behavior: A Delphi Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/75193

► Students' behavior on buses continues to be an issue that requires administrators to spend significant time investigating and applying consequences for the behavior (Neatrour, 1994;… (more)

▼ Students' behavior on buses continues to be an issue that requires administrators to spend significant time investigating and applying consequences for the behavior (Neatrour, 1994; Pattington, 1945; Putnam, Handler, Ramirez-Plat, and Luiselli, 2003). The purpose of this study was to identify policies and practices that may improve student bus behavior. Two research questions were addressed: (a) What policies could school districts implement to facilitate the improvement of student bus behavior? (b) What practices could school districts implement to facilitate the improvement of student bus behavior? A three-round Delphi technique was used to conduct the research. The goal was to obtain consensus among experts on the policies and practices that school districts could implement to improve student bus behavior. A panel of 22 experts on student bus behavior participated in one or more rounds of the study. Panelists were selected based on their involvement with and knowledge of student bus behavior and their geographic location, using the five-region structure of the National Association for Pupil Transportation. This process resulted in a broad representation of experts on student bus behavior throughout the United States. The panel of experts included superintendents, directors of transportation, principals or assistant principals, bus drivers, presidents of out-sourced school transportation companies, authors, researchers, and members of the National Association for Pupil Transportation Board of Directors. Panelists recommended 19 policies and 284 practices for school districts to implement to improve student bus behavior. Based on the consensus of the panelists, student bus behavior could be improved if polices were enacted in eight areas: bus driver responsibility, stakeholder training, bus driver evaluation through observation, student consequences for assaulting a bus driver, bus ridership, bus surveillance technology, bus routes for special education students, and a district-wide universal transportation system with supporting programs. Panelists indicated that student bus behavior could be improved if practices were implemented in nine areas: stakeholder communication, bus driver knowledge, stakeholder training content, stakeholder training processes, stakeholder daily practices, the enforcement of policies and procedures, positive behavior support systems, data analysis, and a district advisory committee. Advisors/Committee Members: Parks, David J. (committeechair), Sellers, James L. (committee member), Alexander, Michael D. (committee member), Earthman, Glen I. (committee member).

Subjects/Keywords: buses; student behavior; student control; discipline; policies; practices; school transportation; bus drivers

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APA (6^th Edition):

Cornett, J. S. (2015). Policies and Practices for Improving Student Bus Behavior: A Delphi Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/75193

Chicago Manual of Style (16^th Edition):

Cornett, Joshua Stephen. “Policies and Practices for Improving Student Bus Behavior: A Delphi Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/75193.

MLA Handbook (7^th Edition):

Cornett, Joshua Stephen. “Policies and Practices for Improving Student Bus Behavior: A Delphi Study.” 2015. Web. 26 Jan 2021.

Vancouver:

Cornett JS. Policies and Practices for Improving Student Bus Behavior: A Delphi Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/75193.

Council of Science Editors:

Cornett JS. Policies and Practices for Improving Student Bus Behavior: A Delphi Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/75193

Virginia Tech

7. Cobbs, Joyce Bernice. Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/51182

► The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage… (more)

▼ The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly significant for mathematics education since the courses students pursue during those years affect later access to rigorous mathematics coursework at the high school level as well as college and career readiness. This case study examined factors that affected Black student achievement in advanced mathematics classes at one middle school. Data included interviews of school personnel, on-site observations, and school-related document analysis. Six major themes that affected student achievement in advanced mathematics classes emerged from the data: (a) mathematics placement innovations, (b) cultural shift towards increased rigor, (c) culture of high expectations, (d) culture of continuous learning, (e) data sharing, and (f) perceived barriers to enrollment. The conceptual framework of Bryk, Sebring, Allensworth, Luppescu, and Easton (2010) was used to identify and explain the relationships among these categories. This case study highlighted key district and school individuals who initiated and implemented the wave of changes regarding mathematics placement and teaching that occurred over a four-year period. The study also identified barriers that seemed to impede Black student enrollment in such classes. The findings illustrated how concerted efforts provided students with a challenging curriculum, thus, increasing access to advanced mathematics classes for all students. Policies and practices that lifted all students had a positive effect for Black students. Advisors/Committee Members: Glenn, William Joseph (committeechair), Rose, Valija C. (committee member), Sellers, James L. (committee member), Jones, Asia Roche' (committee member).

Subjects/Keywords: factors; mathematics; middle school; minorities; underrepresentation; barriers; Black students; enrollment

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APA (6^th Edition):

Cobbs, J. B. (2015). Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51182

Chicago Manual of Style (16^th Edition):

Cobbs, Joyce Bernice. “Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/51182.

MLA Handbook (7^th Edition):

Cobbs, Joyce Bernice. “Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study.” 2015. Web. 26 Jan 2021.

Vancouver:

Cobbs JB. Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/51182.

Council of Science Editors:

Cobbs JB. Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51182

Virginia Tech

8. Delp, Cynthia Dawn. Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/73217

► The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of… (more)

▼ The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990). A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories. School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for the study. Advisors/Committee Members: Tripp, Norman Wayne (committeechair), Sellers, James L. (committee member), Drewry, Julie Anne (committee member), Magliaro, Susan G. (committee member).

Subjects/Keywords: rural schools; combined schools; school closure; Grayson County; Appalachian schools

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APA (6^th Edition):

Delp, C. D. (2015). Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73217

Chicago Manual of Style (16^th Edition):

Delp, Cynthia Dawn. “Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/73217.

MLA Handbook (7^th Edition):

Delp, Cynthia Dawn. “Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed.” 2015. Web. 26 Jan 2021.

Vancouver:

Delp CD. Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/73217.

Council of Science Editors:

Delp CD. Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73217

Virginia Tech

9. Hitchman, Ryan Patrick. Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/52707

► The purpose of this study was to examine the practices middle school principals employed during the supervisory process. This qualitative research study examined the practices… (more)

Subjects/Keywords: Education; Administration; Leadership; Observation

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APA (6^th Edition):

Hitchman, R. P. (2015). Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52707

Chicago Manual of Style (16^th Edition):

Hitchman, Ryan Patrick. “Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/52707.

MLA Handbook (7^th Edition):

Hitchman, Ryan Patrick. “Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process.” 2015. Web. 26 Jan 2021.

Vancouver:

Hitchman RP. Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/52707.

Council of Science Editors:

Hitchman RP. Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/52707

Virginia Tech

10. Brown, Michael James. A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/72266

► The study's purpose was to examine large and small high schools in Virginia to try to understand if the high school student population size influenced… (more)

▼ The study's purpose was to examine large and small high schools in Virginia to try to understand if the high school student population size influenced the student achievement of eleventh grade students based on identified predictor variables. Several studies were identified and included in the literature review. From the literature review, the predictor variables of socioeconomic status, student attendance, minority status, and teacher quality were identified to aid in the development of the main research question and five guiding questions. The main research question investigated if there was a relationship between a high school student population size and student achievement when statistically controlling for selected predictor variables. From the literature review, the main research question, five guiding questions, and a methodology were developed that would best aid in the analysis of the data. Data were collected from the Virginia Department of Education for the 2012-2013 school year that consisted of eleventh grade Virginia Standards of Learning assessments, socioeconomic status, student attendance, minority population, and teacher quality. Hierarchical multiple regression was the statistical method used to analyze the data for the research questions. The results of the study indicate there is a relationship between socioeconomic status and student achievement. However, when student population size was introduced, the result was not significant. The overall conclusion regarding socioeconomic status and student achievement is that the issue is not rooted in the size of a high school population. When student attendance was accounted for, a relationship existed between high school student population size and student achievement. When student attendance was accounted for, an indication existed that the high schools in the study with both large and small student populations had a higher percentage of student achievement when students attended on a regular basis. When the size of a high school student population, whether it was large or small, was taken into account, student achievement declined if a high school had a large percentage of minority students. Teacher quality was found to have a relationship with student achievement when high school student population size was taken into account. Overall, results of the study indicate that there was a relationship between a high school student population size and student achievement when statistically controlling for isolated variables. Advisors/Committee Members: Earthman, Glen I. (committeechair), Sellers, James L. (committee member), Alexander, Michael D. (committee member), Cash, Carol S. (committee member).

Subjects/Keywords: Student Achievement; Student Attendance; School Culture; Student Socioeconomic Status; Large and Small High School Population Size; Minority Population; Teacher Quality

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APA (6^th Edition):

Brown, M. J. (2015). A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72266

Chicago Manual of Style (16^th Edition):

Brown, Michael James. “A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/72266.

MLA Handbook (7^th Edition):

Brown, Michael James. “A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia.” 2015. Web. 26 Jan 2021.

Vancouver:

Brown MJ. A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/72266.

Council of Science Editors:

Brown MJ. A Study Examining Secondary Student Achievement in the Eleventh Grade Based on Large and Small High School Population Size in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72266

Virginia Tech

11. Williams, Kimberly Graybeal. A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/70845

► The research study investigated how organizational routines influenced classroom and intervention instruction in a primary school. Educators have used student data for decades but they… (more)

▼ The research study investigated how organizational routines influenced classroom and intervention instruction in a primary school. Educators have used student data for decades but they continue to struggle with the best way to use data to influence instruction. The historical overview of the research highlighted the context of data use from the Effective Schools movement through the No Child Left Behind Act noting the progression of emphasis placed on student data results. While numerous research studies have focused on the use of data, the National Center for Educational Evaluation and Regional Assistance (2009) reported that existing research on the use of data to make instructional decisions does not yet provide conclusive evidence of what practices work to improve student achievement. A descriptive case study methodology was employed to investigate the educational phenomenon of organizational routines implemented for data-driven decision making to influence classroom and intervention instruction. The case study examined a school that faced the macrolevel pressures of school improvement. The study triangulated data from surveys, interviews, and document analysis in an effort to reveal common themes about organizational routines for data-driven decision making. The study participants identified 14 organizational routines as influencing instruction. The interview questions focused on the common themes of (a) curriculum alignment, (b) common assessments, (c) guided reading levels, (d) professional learning communities, and (e) acceleration plans. The survey respondents and interview participants explained how the organizational routines facilitated the use of data by providing (a) focus and direction, (b) student centered instruction, (c) focus on student growth, (d) collaboration and teamwork, (e), flexible grouping of students, and (f) teacher reflection and ownership of all students. Challenges and unexpected outcomes of the organizational routines for data-driven decision making were also discussed. The challenges with the most references included (a) time, (b) too much data (c) data with conflicting information, (d) the pacing guide, and (e) changing teacher attitudes and practices. Ultimately, a data-driven culture was cultivated within the school that facilitated instructional adjustments resulting in increased academic achievement. Advisors/Committee Members: Tripp, Norman Wayne (committeechair), Magliaro, Susan G. (committee member), Lineburg, Mark Young (committee member), Sellers, James L. (committee member).

Subjects/Keywords: data-driven decision making; organizational routines; student achievement; and school improvement

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APA (6^th Edition):

Williams, K. G. (2014). A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70845

Chicago Manual of Style (16^th Edition):

Williams, Kimberly Graybeal. “A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/70845.

MLA Handbook (7^th Edition):

Williams, Kimberly Graybeal. “A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making.” 2014. Web. 26 Jan 2021.

Vancouver:

Williams KG. A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/70845.

Council of Science Editors:

Williams KG. A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/70845

Virginia Tech

12. Pluska, Lisa A. A Study of the Longitudinal Influence of a Behavioral Support Program.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/56626

► Students need to be engaged in learning in order to have a successful school career. If attendance and discipline become an issue, instruction tends to… (more)

▼ Students need to be engaged in learning in order to have a successful school career. If attendance and discipline become an issue, instruction tends to be relegated to lesser importance. In order for students to be a contributor to society, education is important. As schools are held more accountable, the results of this study could encourage better practices to hold students more accountable. The Students Taking Appropriate Responsibility (STAR) Program was implemented in 2004 in one school in a school division in southwestern Virginia to address problems in student behavior. The other three elementary schools did not implement this program. The program is a four year series of sequential activities designed to provide positive behavior supports to all students. This program uses tenets of positive behavioral supports and effective school wide discipline programs. The first students who enrolled in 2004 had four years of instruction in the program and graduated from high school in 2013. Therefore, a study was undertaken to compare the behavior of the students in the treatment school with students in a control population. The purpose of this study was to track data at a student level and compare one treated population with a random sample from three control populations who attended the same high school. All schools were located in a rural county in Virginia with similar demographics. The main research question was whether high school students who had received instruction in a program for four years show more self-regulation on selected measures of student behavior than students who had not received such instruction. The variables used were attendance, discipline incidents, and drop-out status. Research on positive behavior supports demonstrated the effectiveness in the short term. However, there were no longitudinal studies found that tracked positive behavior support programs by student. The expectation of this study was that students would take the information learned from the program and continue to use the knowledge to make better choices about school. Students should have been more willing to attend school, avoid behaviors that result in discipline referrals, and stay in school until graduation. Using independent samples t-tests, data were analyzed using the entire treatment population and a randomly selected control population. The results of the study showed a significant difference in attendance for twelfth graders. Those students that had been instructed in the STAR program missed significantly fewer days than those students that had not been instructed. Overall, the ninth and eleventh graders in the treatment population had fewer missed days and ninth graders had fewer disciplinary incidents. Tenth grade students did not show the expected results, nor did any of the drop-out status statistics. All results other than twelfth grade were not significant. Overall, the program could be useful for helping with attendance in future grades. More research would be needed before this study could… Advisors/Committee Members: Earthman, Glen I. (committeechair), Romano, Lewis Dominick (committee member), Gratto, John Robert (committee member), Sellers, James L. (committee member).

Subjects/Keywords: school-wide discipline; effects; behavior; attendance; positive behavior supports

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APA (6^th Edition):

Pluska, L. A. (2014). A Study of the Longitudinal Influence of a Behavioral Support Program. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56626

Chicago Manual of Style (16^th Edition):

Pluska, Lisa A. “A Study of the Longitudinal Influence of a Behavioral Support Program.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/56626.

MLA Handbook (7^th Edition):

Pluska, Lisa A. “A Study of the Longitudinal Influence of a Behavioral Support Program.” 2014. Web. 26 Jan 2021.

Vancouver:

Pluska LA. A Study of the Longitudinal Influence of a Behavioral Support Program. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/56626.

Council of Science Editors:

Pluska LA. A Study of the Longitudinal Influence of a Behavioral Support Program. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56626

Virginia Tech

13. Foulke, Gary Brian. Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/71710

► The research study investigated the history of the curriculum standards movement in the Commonwealth of Virginia in the context of the national standards movement in… (more)

Subjects/Keywords: : K-12 public school reform; national curriculum standards; Virginia Standards of Learning; Common Core State Standards

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APA (6^th Edition):

Foulke, G. B. (2015). Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71710

Chicago Manual of Style (16^th Edition):

Foulke, Gary Brian. “Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/71710.

MLA Handbook (7^th Edition):

Foulke, Gary Brian. “Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards.” 2015. Web. 26 Jan 2021.

Vancouver:

Foulke GB. Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/71710.

Council of Science Editors:

Foulke GB. Staying the Course: The Development of Virginia's Standards of Learning and the Decision not to Adopt the Common Core State Standards. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/71710

Virginia Tech

14. Johnson, Robert Russa Jr. The Addisonians: The Experiences of Students Who Attended Lucy Addison High School.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/72900

► Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that… (more)

▼ Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that were segregated by race and attended only by Black students. Lucy Addison operated as an all-Black high school from 1928 until 1970 in two different buildings. Roanoke's secondary schools were desegregated in 1963. Addison was integrated in the fall of 1970 and closed in 1973. The purpose of the study was twofold. The primary purpose was to document the experiences of the graduates of the classes of 1963-70 of Lucy Addison High School. The secondary purpose was to determine if the supports found in the research literature about all-Black high schools prior to desegregation were present in the Lucy Addison students' experiences during the years between desegregation and integration. The supports are (a) the importance of a spiritual foundation, (b) high expectations from school administrators and teachers, and (c) parent and community support. Six common themes emerged from the interviews with participants. They were: (a) the importance of a spiritual foundation, (b) high expectations from teachers and administrators, (c) parent and community support, (d) school leadership, (e) attitudes on segregation and integration, and (f) school pride. These themes helped answer the four research questions that guided the study. After conducting interviews with the graduates, their accounts confirmed that the supports identified in the literature regarding all-Black high schools were present in their school experiences. The importance of a spiritual foundation, high expectations from teachers and administrators, and parent and community support could easily be seen in the experiences of all 16 students who attended Lucy Addison High School from 1963-1970. Upon reflection on the study, the researcher made certain recommendations for further study. The recommendations for further study revolve around the continued documentation of experiences of Lucy Addison High School students, conducting a study of Lucy Addison High School as an integrated school from 1970 to 1973, and assessing the reason why Lucy Addison High School was allowed to stay open as an integrated high school. Advisors/Committee Members: Tripp, Norman Wayne (committeechair), Sellers, James L. (committeechair), Cash, Carol S. (committee member), Richardson, Tracy Sue (committee member).

Subjects/Keywords: All-Black High Schools; Blacks; Desegregation; Integration; Segregation

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APA (6^th Edition):

Johnson, R. R. J. (2015). The Addisonians: The Experiences of Students Who Attended Lucy Addison High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72900

Chicago Manual of Style (16^th Edition):

Johnson, Robert Russa Jr. “The Addisonians: The Experiences of Students Who Attended Lucy Addison High School.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/72900.

MLA Handbook (7^th Edition):

Johnson, Robert Russa Jr. “The Addisonians: The Experiences of Students Who Attended Lucy Addison High School.” 2015. Web. 26 Jan 2021.

Vancouver:

Johnson RRJ. The Addisonians: The Experiences of Students Who Attended Lucy Addison High School. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/72900.

Council of Science Editors:

Johnson RRJ. The Addisonians: The Experiences of Students Who Attended Lucy Addison High School. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72900

Virginia Tech

15. Sartin, Marcus Clifton. Exploratory Factor Analysis: The Significance of Trust in a Revised Principal Academic Optimism Scale.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/78905

► Principal Academic Optimism is an hypothesized latent construct that has strong theoretical foundations in both educational research and educational psychology. Academic Optimism derives from research… (more)

▼ Principal Academic Optimism is an hypothesized latent construct that has strong theoretical foundations in both educational research and educational psychology. Academic Optimism derives from research on school academic optimism and teacher academic optimism, which originated via Hoys, Tarters, and Woolfolk Hoys (2006a; 2006b) merger of school climate research with research on learned optimism, stemming from Martin Seligmans (1998, 2006) research on positive psychology. Principal Academic Optimism expands upon discoveries of School Academic Optimism and Teacher Academic Optimism. The theoretical framework of Principal Academic Optimism is built upon a strong research foundation of the organizational health model, social capital theory, social cognitive theory and positive psychology. The purpose of this research is to revise Riegel's (2012) Principal Academic Optimism Scale, thereby creating and testing a comprehensive measure of Principal Academic Optimism. The questionnaire used to accomplish this goal was a revised version of Riegel's Principal Academic Optimism Scale and Tschannen-Moran's and Gareis's (2004) Principal Trust Scale. By incorporating a measure for principal trust in faculty with a measure of principal trust in clients (parents and students), a more comprehensive measure of Principal Academic Optimism was validated and found reliable (α = 0.908). Perhaps the most compelling finding of the study was the significant negative relationship between principals' perception of trust in clients whose schools have high percentages of students receiving free and reduced price lunches (r = -0.444; p < 0.05). Principals with high percentages of free and reduced price lunch rates explained 72.203% of the variance in principals' self-reported perception of trust in clients. Principals of schools with 61%-80% or 81%+ percentages of free and reduced price lunch rates reported lower levels of trust in clients (parents and students). Advisors/Committee Members: Sellers, James L. (committeechair), Mallory, Walter D. (committee member), Bizzell, Brad Erick (committee member), Tripp, Norman Wayne (committee member).

Subjects/Keywords: academic optimism; principal academic optimism; academic emphasis; collective efficacy; and principal trust

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

APA (6^th Edition):

Sartin, M. C. (2016). Exploratory Factor Analysis: The Significance of Trust in a Revised Principal Academic Optimism Scale. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/78905

Chicago Manual of Style (16^th Edition):

Sartin, Marcus Clifton. “Exploratory Factor Analysis: The Significance of Trust in a Revised Principal Academic Optimism Scale.” 2016. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/78905.

MLA Handbook (7^th Edition):

Sartin, Marcus Clifton. “Exploratory Factor Analysis: The Significance of Trust in a Revised Principal Academic Optimism Scale.” 2016. Web. 26 Jan 2021.

Vancouver:

Sartin MC. Exploratory Factor Analysis: The Significance of Trust in a Revised Principal Academic Optimism Scale. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/78905.

Council of Science Editors:

Sartin MC. Exploratory Factor Analysis: The Significance of Trust in a Revised Principal Academic Optimism Scale. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/78905

Virginia Tech

16. Skelding-Dills, Kathleen Ann. Response to Intervention (RtI) in a High School: A Case Study of Implementation.

Degree: EdD, Educational Leadership and Policy Studies, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/23695

► Response to Intervention\'s (RtI) original design was implemented as a kindergarten through third grade intervention for struggling readers. Therefore, it is difficult to conceptualize RtI… (more)

▼ Response to Intervention\'s (RtI) original design was implemented as a kindergarten through third grade intervention for struggling readers. Therefore, it is difficult to conceptualize RtI as an intervention model to be used for high school students. Nevertheless, high schools have adopted RtI as an intervention model. The purpose of the study was to investigate and describe how one high school implemented RtI. The researcher utilized qualitative research methods to conduct the study. The two overarching research questions for the study were: Were the essential components of Response to Intervention implemented in this high school? Was the Response to Intervention framework implemented with fidelity? Research-based practices found in the literature that have influenced the implementation of RtI were (a) a structured focus on prevention for academic failures, (b) the use of the suggested RtI model consistently and with fidelity, and (c) a strong consideration for adoption of the suggested framework using the essential components of RtI (RtI Action Network, 2013). The essential components of RtI found in the literature were universal screening, data collection, progress monitoring, a problem solving team, data-based decision making, and evidence-based interventions. The study attempted to determine if the high school implemented the essential components of RtI with fidelity, defined as "implemented RtI as it was intended by the program developers" (Mellard & Johnson, 2008, p. 240). The study found that not all essential components of RtI were implemented with fidelity in the high school. All participants interviewed stated that the screening tools that were being utilized were not screening tools that were described in the literature. Participants identified the use of data collection and progress monitoring, but did not express a consistency in the practices. Because these two components were not implemented consistently, participants noted that the three-tiered system lacked evidence-based practices and interventions. Based on the participantsŕesponses, the researcher concluded that the high school\'s implementation of RtI lacked fidelity. Through review of CHD High School\'s historical records, it appeared that the implementation of RtI only provided a minimal amount of improvement in studentsácademic grades, dropout rate, and standard assessments scores. Implications and recommendations for practice and future research are offered in Chapter 5. " Advisors/Committee Members: Tripp, Norman Wayne (committeechair), Chisom, Jessica E. (committee member), Cash, Carol S. (committee member), Sellers, James L. (committee member).

Subjects/Keywords: Secondary Response To Intervention (RtI)

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APA (6^th Edition):

Skelding-Dills, K. A. (2013). Response to Intervention (RtI) in a High School: A Case Study of Implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23695

Chicago Manual of Style (16^th Edition):

Skelding-Dills, Kathleen Ann. “Response to Intervention (RtI) in a High School: A Case Study of Implementation.” 2013. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/23695.

MLA Handbook (7^th Edition):

Skelding-Dills, Kathleen Ann. “Response to Intervention (RtI) in a High School: A Case Study of Implementation.” 2013. Web. 26 Jan 2021.

Vancouver:

Skelding-Dills KA. Response to Intervention (RtI) in a High School: A Case Study of Implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/23695.

Council of Science Editors:

Skelding-Dills KA. Response to Intervention (RtI) in a High School: A Case Study of Implementation. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23695

Virginia Tech

17. Norman, Dana Burton. School Facility Renovation and Student Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/56617

► This dissertation examines school renovation and student achievement. The study focuses on the relationship between a complete renovation of a school facility and its influence… (more)

Subjects/Keywords: Renovation Process; Student Achievement; Fifth Grade

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APA (6^th Edition):

Norman, D. B. (2014). School Facility Renovation and Student Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56617

Chicago Manual of Style (16^th Edition):

Norman, Dana Burton. “School Facility Renovation and Student Achievement.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/56617.

MLA Handbook (7^th Edition):

Norman, Dana Burton. “School Facility Renovation and Student Achievement.” 2014. Web. 26 Jan 2021.

Vancouver:

Norman DB. School Facility Renovation and Student Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/56617.

Council of Science Editors:

Norman DB. School Facility Renovation and Student Achievement. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/56617

Virginia Tech

18. Wheeler, John Francis. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/46979

► The purpose of this study is to examine how a change of facilities from a modern school building designed for educating middle school students, sixth… (more)

Subjects/Keywords: school facility; middle school; student measures of performance; student achievement; influence of the school facility

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APA (6^th Edition):

Wheeler, J. F. (2014). A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/46979

Chicago Manual of Style (16^th Edition):

Wheeler, John Francis. “A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/46979.

MLA Handbook (7^th Edition):

Wheeler, John Francis. “A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.” 2014. Web. 26 Jan 2021.

Vancouver:

Wheeler JF. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/46979.

Council of Science Editors:

Wheeler JF. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/46979

Virginia Tech

19. Mele, Susan Catherine. The Supervision of Paraprofessionals in Elementary School Classrooms.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/50532

► The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory… (more)

▼ The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory training received by teachers who supervised paraprofessionals, (b) teacher knowledge of supervisory practices, (c) teacher supervisory practices applied to supervision, (d) teacher accountability for supervision, (e) time teachers met with paraprofessionals, and (f) other personal or situational factors that influenced the quality of teacher supervision of paraprofessionals. The methodology for the study was multiple case studies with cross-case analysis. Six administrators, six teachers in grades K-5, and six paraprofessionals from three elementary schools in districts located in Virginia were invited to participate in this study. Interview protocols were developed from information gleaned from the literature review, checked for content validity, and pilot tested before being used. Analysis was completed using the constant comparative method as outlined by Maykut and Morehouse (1994). Preparing teachers to supervise paraprofessionals is important if the expectation is paraprofessionals are to support the educational program of students. Under the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004, teachers are required to provide adequate supervision to paraprofessionals, yet they are not prepared to provide the supervision required. The results of this study indicated (a) teachers are not prepared to supervise paraprofessionals because they lack the training to do so, (b) teachers are not knowledgeable about what constitutes good supervisory practices, (c) teachers are not held accountable for the supervision they are expected to provide, (d) administrators do not make roles and expectations for teachers who supervise paraprofessionals clear, (e) teachers and paraprofessionals are negatively influenced by the absence of a common planning period, and (f) principals, teachers, and paraprofessionals believe positive interpersonal relationships are vital to the supervisory process. Training is essential. If colleges, universities, and local school districts fail to train teachers regarding supervision of paraprofessionals, the quality of supervision provided by teachers who supervise paraprofessionals, and the services paraprofessionals provide to students will remain uncertain. Advisors/Committee Members: Parks, David J. (committeechair), Tripp, Norman Wayne (committee member), Brewer, Betty J. (committee member), Sellers, James L. (committee member).

Subjects/Keywords: paraprofessional; supervision; elementary school; teacher; paraeducator

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APA (6^th Edition):

Mele, S. C. (2014). The Supervision of Paraprofessionals in Elementary School Classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50532

Chicago Manual of Style (16^th Edition):

Mele, Susan Catherine. “The Supervision of Paraprofessionals in Elementary School Classrooms.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/50532.

MLA Handbook (7^th Edition):

Mele, Susan Catherine. “The Supervision of Paraprofessionals in Elementary School Classrooms.” 2014. Web. 26 Jan 2021.

Vancouver:

Mele SC. The Supervision of Paraprofessionals in Elementary School Classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/50532.

Council of Science Editors:

Mele SC. The Supervision of Paraprofessionals in Elementary School Classrooms. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/50532

Virginia Tech

20. Womack, Janet Leigh. The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/24821

► Since the inception of No Child Left Behind, particularly in the past few years, teacher accountability is at the forefront of educational debate. Taking in… (more)

▼ Since the inception of No Child Left Behind, particularly in the past few years, teacher accountability is at the forefront of educational debate. Taking in to account the many facets of teacher accountability, student performance is nearly half of teacher evaluation systems. Considering the value of a quality teacher, one would logically presume that the teacher was present in the classroom to ensure student achievement. However, teacher absenteeism is an overlooked issue in today’s accountability system. The relative dearth of evidence and a practitioner’s lens of logical reason prompted an interest to investigate the relationship further. The historical perspective in the literature that does exist related to teacher absenteeism revealed that teacher absences are expensive and negatively affects student achievement. The purpose of the quantitative study was to determine if patterns exist among teacher absences and to determine the relationship between teacher absences and student achievement performance on state standardized tests in English, math, science, and social studies. A quantitative research design was employed using one-way analysis of variance (ANOVA) and sequential multiple regression as the primary analytical procedures. Using data from a single school division in Virginia, analyses were conducted to determine if there were patterns among teachers’ absences, if teacher absences predicted student achievement, and if teacher absences influenced certain student groups more than others. Although some evidence in the research literature indicates that student achievement decreased with increased teacher absenteeism, the current investigation did not reveal consequential evidence that teacher absenteeism negatively impacts student achievement. Implications from the findings, along with recommendations for future research, are presented in the final chapter. Advisors/Committee Members: Tripp, Norman Wayne (committeechair), Craig, James Richard (committee member), Sellers, James L. (committee member), Whitaker, Carol E. (committee member).

Subjects/Keywords: absenteeism; teachers; teacher absenteeism; teacher attendance; student achievement

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

APA (6^th Edition):

Womack, J. L. (2014). The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/24821

Chicago Manual of Style (16^th Edition):

Womack, Janet Leigh. “The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/24821.

MLA Handbook (7^th Edition):

Womack, Janet Leigh. “The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?.” 2014. Web. 26 Jan 2021.

Vancouver:

Womack JL. The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/24821.

Council of Science Editors:

Womack JL. The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/24821

Virginia Tech

21. Lensch, John E. The Change Delineator Theory: A Test With a Case Study of an Innovation in School-Community Relations.

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

URL: http://hdl.handle.net/10919/30197

► The Change Delineator Theory, a theory of change developed by the researcher, is proposed and tested for validity against an identified case of change. In… (more)

▼ The Change Delineator Theory, a theory of change developed by the researcher, is proposed and tested for validity against an identified case of change. In the theory's propositions, the researcher describes the roles individuals play in the process of change and reform, and suggests how these roles may also impact the process of change as it occurs on organizational and societal levels. By proposing this perspective on the process of change, it is the intent of the researcher to assist leaders in schools and other organizations in becoming more knowledgeable about the phenomenon of change as it affects individuals, organizations, and societies. The Change Delineator Theory may also provide leaders with additional insights that could be useful in determining whether their organizations' policies, practices, and structures support or discourage change processes. In Change Delineator Theory, the researcher proposes that all persons involved in the process of change think and consequently behave in one of four primary modes called conceptual domains. These domains are: Creators, Translators, Innovators, and Practitioners. All persons have within them, to one degree or another, these four capacities. The environment in which an individual is functioning determines to a large degree which of these four domains will manifest itself at any given time. The four conceptual domains may also be used to describe how change tends to occur on organizational or societal levels. The researcher suggests that leaders have the power to establish organizational structures that support change by enabling persons in their schools or organizations to act more frequently out of their creator and innovator domains, or conversely, that hinder these activities through use of autocratic leadership styles or those that support maintenance of the status quo. The theory is tested by applying its propositions to an identified case of change in school-community relations known as the Computing Seniors Program. A case study approach is utilized to determine whether or not the theory has any validity when used to describe the roles people played in this case of change. Advisors/Committee Members: Parks, David J. (committeechair), Hoerner, James L. (committee member), Sellers, James L. (committee member), Tripp, Norman Wayne (committee member), Parson, Stephen R. (committee member), Sellers, James L. (committee member).

Subjects/Keywords: Technology; Seniors; Leadership; Change theory

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

APA (6^th Edition):

Lensch, J. E. (1999). The Change Delineator Theory: A Test With a Case Study of an Innovation in School-Community Relations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30197

Chicago Manual of Style (16^th Edition):

Lensch, John E. “The Change Delineator Theory: A Test With a Case Study of an Innovation in School-Community Relations.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/30197.

MLA Handbook (7^th Edition):

Lensch, John E. “The Change Delineator Theory: A Test With a Case Study of an Innovation in School-Community Relations.” 1999. Web. 26 Jan 2021.

Vancouver:

Lensch JE. The Change Delineator Theory: A Test With a Case Study of an Innovation in School-Community Relations. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/30197.

Council of Science Editors:

Lensch JE. The Change Delineator Theory: A Test With a Case Study of an Innovation in School-Community Relations. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/30197

Virginia Tech

22. Gaudreau, Patricia A. The Effects of Engagement in an Internship on Readiness for School Leadership.

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

URL: http://hdl.handle.net/10919/30110

► In the national endeavor to reform education, there is no question of the importance of preparing quality principals. A preparatory internship provides opportunity to learn… (more)

▼ In the national endeavor to reform education, there is no question of the importance of preparing quality principals. A preparatory internship provides opportunity to learn and practice school-based leadership. This research provided evidence leading to a better understanding of how engagement during an internship relates to the readiness for school leadership. In addition, evidence was gathered on how the conditions of the internship affect the level of engagement. The population in this study was all participants in the National Association of Secondary School Principals’ Assessment Centers between 2001 and 2006. Assessment center scores in 10 areas of performance were used as a measure of the readiness for school leadership for of the participants. Summated Likert scales were used to measure engagement and two of the four conditions of a quality internship: quality of the field supervision and relevance of the internship to the job of principal. Summated scales were used to measure the remaining two conditions of a quality internship: previous work-related experience and institutional support for the internship. A path model of the relationships among the variables was hypothesized. The direct effects of the variables believed to explain a quality internship were calculated with a series of multiple regressions for each path to the engagement variable. The direct effect of engagement on readiness for school leadership was calculated with a multiple regression. Indirect effects were calculated for the paths between the conditions of a quality internship, engagement, and readiness for school leadership. None of the hypothesized indirect path effects were large enough to be considered important. The relevance of the internship had a strong effect on engagement. The quality of the field supervision had a moderate effect on engagement. No other direct effects were found between the conditions of the internship and engagement in the internship. Advisors/Committee Members: Parks, David J. (committeechair), Sellers, James L. (committee member), Weber, Larry J. (committee member), Magliaro, Susan G. (committee member).

Subjects/Keywords: Internship; Field Experience; Principal; School Leadership; Assessment; Engagement

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

APA (6^th Edition):

Gaudreau, P. A. (2008). The Effects of Engagement in an Internship on Readiness for School Leadership. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30110

Chicago Manual of Style (16^th Edition):

Gaudreau, Patricia A. “The Effects of Engagement in an Internship on Readiness for School Leadership.” 2008. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/30110.

MLA Handbook (7^th Edition):

Gaudreau, Patricia A. “The Effects of Engagement in an Internship on Readiness for School Leadership.” 2008. Web. 26 Jan 2021.

Vancouver:

Gaudreau PA. The Effects of Engagement in an Internship on Readiness for School Leadership. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/30110.

Council of Science Editors:

Gaudreau PA. The Effects of Engagement in an Internship on Readiness for School Leadership. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/30110

Virginia Tech

23. Margheim, Dale E. Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools.

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

URL: http://hdl.handle.net/10919/29934

► The relationships between teacher opinions about Virginia's Standards of Learning testing program and five variables related to teachers' backgrounds and present working conditions were examined… (more)

▼ The relationships between teacher opinions about Virginia's Standards of Learning testing program and five variables related to teachers' backgrounds and present working conditions were examined in the context of five dependent variables represented as discrete domains. A systematic sample of 464 members of the Virginia Education Association (VEA) was selected to participate in the study. A 52 item survey was mailed to the members of the sample to gather their opinions about the outcomes they believed were occurring as a result of Virginia's Standards of Learning testing program and the state's Regulations Establishing Standards for Accrediting Public Schools in Virginia. Three hundred fifty-two usable questionnaires were returned, for a 76% return rate. Descriptive statistics were used to portray teacher responses in five domains. Three way ANOVAs were computed to determine if any significant main effects or interactions were evident among the independent variables of tenure status, SOL test grade status, and school socio-economic level. Telephone surveys of twelve randomly selected teachers were conducted to enhance understanding of three dependent variables (domains): student outcomes, instructional outcomes, and teacher outcomes. These data were analyzed using qualitative strategies. Findings: Teachers' responses to the mailed survey indicated relatively unfavorable opinions about the outcomes of Virginia's Standards of Learning testing program and related regulations. Outcomes for instructional programs and for teachers themselves were rated more unfavorably than outcomes for students, outcomes for schools, or outcomes for public confidence. The ANOVA analyses indicated that teacher opinions did not vary meaningfully by any of the variables studied or by any combination of these variables. In short, even though a systematic sample of VEA members from throughout the state was surveyed, the opinions of this group of teachers were remarkably similar. Interview data confirmed that teachers had many concerns about outcomes associated with SOL testing. The interviews also indicated that teachers attributed several positive outcomes to SOL testing as well. Several rival hypotheses are presented to explain the apparent homogeneity of opinions among this systematic sample of Virginia educators. Advisors/Committee Members: Parks, David J. (committeechair), Sellers, James L. (committee member), Worner, Wayne M. (committee member), Gillespie, Diane Newkirk (committee member), Sughrue, Jennifer A. (committee member).

Subjects/Keywords: teacher satisfaction; teacher autonomy; Virginia; standardized testing; student achievement; testing; teacher beliefs; state testing programs; systemic change

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

APA (6^th Edition):

Margheim, D. E. (2001). Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29934

Chicago Manual of Style (16^th Edition):

Margheim, Dale E. “Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools.” 2001. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/29934.

MLA Handbook (7^th Edition):

Margheim, Dale E. “Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools.” 2001. Web. 26 Jan 2021.

Vancouver:

Margheim DE. Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/29934.

Council of Science Editors:

Margheim DE. Teacher Beliefs About the Outcomes of High-Stakes Testing and Measurement-Driven Instruction in Virginia's Public Schools. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29934

Virginia Tech

24. Miller, Dale Jonathan. How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling.

Degree: PhD, Curriculum and Instruction, 1999, Virginia Tech

URL: http://hdl.handle.net/10919/27074

► The influences of school reform on the instructional practices of a seventh-grade language arts teacher was the focus of this study. This study was conducted… (more)

Subjects/Keywords: time and learning; language arts; school reform; block scheduling

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Miller, D. J. (1999). How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27074

Chicago Manual of Style (16^th Edition):

Miller, Dale Jonathan. “How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling.” 1999. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/27074.

MLA Handbook (7^th Edition):

Miller, Dale Jonathan. “How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling.” 1999. Web. 26 Jan 2021.

Vancouver:

Miller DJ. How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/27074.

Council of Science Editors:

Miller DJ. How Does a Seventh-Grade Language Arts Teacher Adjust Instructionl Practices when Introduced to a Scheduling Change, Namely Block Scheduling. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/27074

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