You searched for +publisher:"Virginia Tech" +contributor:("Twiford, Travis W").
Showing records 1 – 30 of
191 total matches.
◁ [1] [2] [3] [4] [5] [6] [7] ▶
Virginia Tech
1.
Jones, Doris Jean.
The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools.
Degree: EdD, Educational Leadership and Policy Studies, 2006, Virginia Tech
URL: http://hdl.handle.net/10919/27055 
► THE IMPACT OF STUDENT ATTENDANCE SOCIO-ECONOMIC STATUS AND MOBILITY ON STUDENT ACHIEVEMENT OF THIRD GRADE STUDENTS IN TITLE I SCHOOLS By D. Jean Jones Abstract…
(more)
▼ THE IMPACT OF STUDENT ATTENDANCE SOCIO-ECONOMIC STATUS AND MOBILITY ON STUDENT ACHIEVEMENT OF THIRD GRADE STUDENTS IN TITLE I SCHOOLS
By
D. Jean Jones
Abstract
Today, regular school attendance is an important factor in school success (Rothman, 2001). Research has shown a direct correlation between good attendance and student achievement (Dekalb, 1999). Poor attendance has been linked to poor academic achievement (Ziegler, 1972). With the increase in accountability for school districts in
Virginia surrounding the Standards of Learning (SOL) test and the No Child Left Behind (NCLB) legislation of 2001, educators are faced with a significant challenge to reduce the rate of absenteeism to increase studentsâ achievement in school. â Students who are absent from school receive fewer hours of instruction; they often leave education early and are more likely to become long term unemployed, homeless, caught in the poverty trap, dependent on welfare and involved in the justice systemâ (House of Representatives, 1996 p. 3). Researchers have sought to find factors that contribute to student non-attendance (Odell, 1923; Reid, 1999; Mitchell, 1993). This study investigates the impact of student attendance, socio-economic status and mobility on student achievement of third grade students in two Title I schools in a Southeastern
Virginia School District, with grades PK-3, as determined by the
Virginia Standards of Learning (SOL) English and math tests scores.
Advisors/Committee Members: Twiford, Travis W. (committeechair).
Subjects/Keywords: Socio-Economic Status; Student Achievement; Student Attendance; Mobility
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jones, D. J. (2006). The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27055
Chicago Manual of Style (16th Edition):
Jones, Doris Jean. “The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools.” 2006. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/27055.
MLA Handbook (7th Edition):
Jones, Doris Jean. “The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools.” 2006. Web. 22 Feb 2019.
Vancouver:
Jones DJ. The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/27055.
Council of Science Editors:
Jones DJ. The Impact of Student Attendance, Socio-Economic Status and Mobility on Student Achievement of Third Grade Students in Title I Schools. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27055
Virginia Tech
2.
Timmons, Stacey L.
PRINCIPAL PERCEPTIONS OF TRAINING NEEDS IN SCHOOL SAFETY IN VIRGINIA.
Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/26859
► This study examined the types of training that school principals currently have and perceive they need in order to effectively address school safety and…
(more)
▼ This study examined the types of training that school principals currently have and perceive they need in order to effectively address school safety and respond to crisis events. Elementary, middle, and high school principals across the Commonwealth of
Virginia were surveyed utilizing an adjusted version of the School Safety Needs Training Survey constructed by the
Virginia Department of Criminal Justice Services
Virginia Center for School Safety. Out of the total 1,791 surveys sent out, 648 surveys were returned, resulting in a 36 percent response rate. Analyses of Variances (ANOVA) and descriptive statistics were run on the data, and Bonferroni post hoc tests for significance were conducted in order to examine differences in the perceived training needs of principals based on level of administration. Findings indicated that principals had the most training on the school safety topics of medical emergencies, managing bomb threats, and responding to crisis incidents. Principals at the elementary, middle, and high school levels all reported that they needed more training in the area of dealing with disruptive and assaultive students and intervening with angry and abusive parents and family members. Significant differences were found between elementary and middle school principals and elementary and high school principals. Findings indicate that middle and high school principals were more concerned with receiving training on topics that dealt with violent and criminal activity than elementary school principals.
Advisors/Committee Members: Twiford, Travis W. (committeechair), David A. Cox (committee member), Theodore B. Creighton (committee member), Cash, Carol S. (committee member).
Subjects/Keywords: school safety; principals; training
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Timmons, S. L. (2010). PRINCIPAL PERCEPTIONS OF TRAINING NEEDS IN SCHOOL SAFETY IN VIRGINIA. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26859
Chicago Manual of Style (16th Edition):
Timmons, Stacey L. “PRINCIPAL PERCEPTIONS OF TRAINING NEEDS IN SCHOOL SAFETY IN VIRGINIA.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26859.
MLA Handbook (7th Edition):
Timmons, Stacey L. “PRINCIPAL PERCEPTIONS OF TRAINING NEEDS IN SCHOOL SAFETY IN VIRGINIA.” 2010. Web. 22 Feb 2019.
Vancouver:
Timmons SL. PRINCIPAL PERCEPTIONS OF TRAINING NEEDS IN SCHOOL SAFETY IN VIRGINIA. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26859.
Council of Science Editors:
Timmons SL. PRINCIPAL PERCEPTIONS OF TRAINING NEEDS IN SCHOOL SAFETY IN VIRGINIA. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26859
Virginia Tech
3.
Bradley, Faye Covington.
The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/26885
► <html> <head> <title>Bradley Abstract</title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> </head> <body> During the last decade there has been a renewed focus on improving the instruction of…
(more)
▼ <html>
<head>
<title>Bradley Abstract</title>
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
</head>
<body>
During the last decade there has been a renewed focus on improving the instruction of children at risk for not learning to read well and ways to effectively involve their parents to enhance their children's reading achievement. This focus has particularly centered on how programs of school, family, and community partnerships can be organized to improve schools and enable all families to support children's reading and literacy skills (Epstein et al, 2002-2009). This study examined the extent to which the reading achievement of African American male learners improves with school, family, and community partnerships. The sample consisted of fourth grade African American males from the Tidewater region of
Virginia who were enrolled in Title 1 schools that participate in the National Network of School Partnerships. The goal of this study was to examine the relationship between school, family, and community partnerships and the reading achievement of the African American male. Second, the study identified which type of parental involvement significantly influenced the reading achievement of African American males. Third, the study identified parental involvement activities that significantly influenced the reading achievement of the African American male learner. Teachers and administrators were surveyed using an instrument adapted from Epstein's School, Family, and Community Partnership Survey, The
Virginia Standards of Learning reading and language arts assessments provided data for reading achievement of fourth grade African American males. Data analysis revealed no significant differences in promising practices and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of the importance of Type 6 activities, collaborating with the community. A correlation was found between Type 3 parental involvement activities of volunteering and the reading achievement of fourth grade African American males. An ANOVA showed a significant difference between principals and teachers in their ratings of Teacher Reports of School Program Type 4 (Learning at Home). Significant differences were found between principals and teachers in their ratings of Teacher Reports of Total School Program to Involve Families. A correlation between teacher estimates of parents' involvement and the mean SOL English score for African American male fourth grade students was found.
</body>
</html>
Advisors/Committee Members: Twiford, Travis W. (committeechair), Schreck, John F. (committee member), Salmon, Richard G. (committee member), Creighton, Theodore B. (committee member).
Subjects/Keywords: School; Family; and Community Partnership; Reading Achievement; African American Males; Parental Involvement; At Risk Learner
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bradley, F. C. (2010). The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26885
Chicago Manual of Style (16th Edition):
Bradley, Faye Covington. “The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26885.
MLA Handbook (7th Edition):
Bradley, Faye Covington. “The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia.” 2010. Web. 22 Feb 2019.
Vancouver:
Bradley FC. The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26885.
Council of Science Editors:
Bradley FC. The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26885
Virginia Tech
4.
Childress, Toni Leigh Pardue.
A Study of Ninth-Grade Transition Practices Across the Commonwealth of Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/19285
► Concerns over the academic success of first-time ninth-grade students transitioning into the high school setting continue to stimulate substantial interest in identifying the various factors…
(more)
▼ Concerns over the academic success of first-time ninth-grade students transitioning into the high school setting continue to stimulate substantial interest in identifying the various factors that cause the ninth-grade bottleneck. Extensive research shows that when ninth-grade students transition into the high school setting, students have a difficult time navigating the more academically rigorous, less nurturing, usually larger and anonymous high school setting. Studies have shown that transition practices to help ninth-grade students are successful in making this transition smoother and more successful for incoming freshmen, thereby leading to more credits and a stronger chance for students to earn a diploma. This dissertation is a replication of a previous
Virginia Tech study completed by Henry Johnson titled High School Transition Practices for Ninth Graders: A Descriptive Study of Maryland Public High Schools, but it focuses on public schools in the Commonwealth of
Virginia. The primary data collection method was a survey that was sent to all
Virginia principals. First, results from the survey were analyzed to develop a description of the various transition practices existing in
Virginia\'s public high schools in relation to school size, demographics, and community type. Second, the survey data were analyzed to determine the various perceptions of school officials concerning the effectiveness of reported transition practices. The data provide a description of the transition practices in
Virginia\'s public schools. Results from this study give administrators and policymakers an idea of what type of transition practices exist in the various public schools in
Virginia as well as the perceived effectiveness of the practices in place.
Advisors/Committee Members: Cash, Carol S. (committeechair), Twiford, Travis W. (committee member), Mallory, Walter D. (committee member), Bond, Eric Weston (committee member).
Subjects/Keywords: high school dropout rates; ninth-grade academy; ninth-grade dropouts; ninth-grade discipline; junior high school; school-within-
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Childress, T. L. P. (2013). A Study of Ninth-Grade Transition Practices Across the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19285
Chicago Manual of Style (16th Edition):
Childress, Toni Leigh Pardue. “A Study of Ninth-Grade Transition Practices Across the Commonwealth of Virginia.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/19285.
MLA Handbook (7th Edition):
Childress, Toni Leigh Pardue. “A Study of Ninth-Grade Transition Practices Across the Commonwealth of Virginia.” 2013. Web. 22 Feb 2019.
Vancouver:
Childress TLP. A Study of Ninth-Grade Transition Practices Across the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/19285.
Council of Science Editors:
Childress TLP. A Study of Ninth-Grade Transition Practices Across the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19285
Virginia Tech
5.
Outlaw, Minnie Ruth.
A History of The Louisa Training School in Louisa County, Virginia, 1926-1953.
Degree: PhD, Educational Leadership and Policy Studies, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/19304
► The purpose of this historical case study was to document the history of the Louisa Training School. The study focused on the period from 1926,…
(more)
▼ The purpose of this historical case study was to document the history of the Louisa Training School. The study focused on the period from 1926, when the Louisa County School Board established the Louisa Training School as a county-owned and operated school, through 1953, when the division\'s school consolidation plan was implemented (Despot, 1963). Subsequently, the building was used as an elementary school from 1953 to 1970. The history of Louisa Training School was documented primarily through an analytical inquiry into the experiences and perceptions of former students, teachers, and others familiar with establishment, operation, and closure of the school. The study participants were initially identified through gatekeepers who were associated with the school during its operation. The participants were interviewed as primary sources. Their personal experiences and perceptions formed the basis of oral histories upon which this study was framed. Their recollections not only provided basic information, but also added rich meaning and depth to the study. Other primary sources were used to triangulate, verify, and augment the participantsáccounts. Primary sources included minutes from the Louisa County School Board and the Louisa County Board of Supervisors, the
Virginia Board of Education, newspapers, artifacts, and personal possessions. Secondary sources included general histories, commentaries, and documents used to situate the study in historical context. The major findings of this historical study present the challenges that Louisa County faced trying to provide an education for its Negro citizenry in a dual segregated school system. These challenges included but were not limited to any transportation, textbooks, and facilities.
Advisors/Committee Members: Twiford, Travis W. (committeechair), Cash, Carol S. (committee member), Earthman, Glen I. (committee member), Melton, David Glenn (committee member).
Subjects/Keywords: Louisa; Training Schools; History of Education; African-Americans; Blacks; Negroes
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Outlaw, M. R. (2013). A History of The Louisa Training School in Louisa County, Virginia, 1926-1953. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19304
Chicago Manual of Style (16th Edition):
Outlaw, Minnie Ruth. “A History of The Louisa Training School in Louisa County, Virginia, 1926-1953.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/19304.
MLA Handbook (7th Edition):
Outlaw, Minnie Ruth. “A History of The Louisa Training School in Louisa County, Virginia, 1926-1953.” 2013. Web. 22 Feb 2019.
Vancouver:
Outlaw MR. A History of The Louisa Training School in Louisa County, Virginia, 1926-1953. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/19304.
Council of Science Editors:
Outlaw MR. A History of The Louisa Training School in Louisa County, Virginia, 1926-1953. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19304
Virginia Tech
6.
Johnson, Paula.
The Impact of Technology on Parental Involvement: Perceptions of teachers and guidance counselors regarding the impact of a parent portal component of a student information system on parental involvement at the high school level.
Degree: EdD, Educational Leadership and Policy Studies, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/19310
► With just a click of a button, individuals from across the world can communicate and share information with ease and efficiency through the internet. Employing…
(more)
▼ With just a click of a button, individuals from across the world can communicate and share information with ease and efficiency through the internet. Employing similar technology, schools are implementing student information systems with a parent portal component to provide parents, students, teachers and guidance counselors with anytime, real-time avenues of communication regarding attendance, grades and standardized test scores in an effort to increase parental involvement and student achievement. Schools must collect and review data to make sound decisions to guide practice (Mann & Shakeshaft, 2003). Therefore, utilization of parent portals should be evaluated along with the strategies employed to increase parental use. This study is an investigation of the perceptions of high school teachers and guidance counselors on the impact of a parent portal on parental involvement and strategies used to increase parental use. Through descriptive and inferential analyses of survey data, key findings were revealed. Overall, guidance counselors perceived the impact of the parent portal to be positive and indicated more strategies were used in their schools differing from the teachersṕerception. However, both indicated a need to partner with the community to improve parental use of the parent portal. Publishing an annual user guide on the parent portal for all stakeholders (teachers, guidance counselors, administrators, students, parents and the community) was one major implication. Centralizing information distributed regarding the parent portal will strengthen the overall intent of the program and the division\'s goal of providing opportunities for all to actively engage in student achievement (Longfellow, 2004).
Advisors/Committee Members: Cash, Carol S. (committeechair), Twiford, Travis W. (committee member), Earthman, Glen I. (committee member), Rogers, Catherine Spain (committee member).
Subjects/Keywords: Parental Involvement; Parent-teacher Communication; Student Information Systems; Secondary Schools and Technology
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Johnson, P. (2013). The Impact of Technology on Parental Involvement: Perceptions of teachers and guidance counselors regarding the impact of a parent portal component of a student information system on parental involvement at the high school level. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19310
Chicago Manual of Style (16th Edition):
Johnson, Paula. “The Impact of Technology on Parental Involvement: Perceptions of teachers and guidance counselors regarding the impact of a parent portal component of a student information system on parental involvement at the high school level.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/19310.
MLA Handbook (7th Edition):
Johnson, Paula. “The Impact of Technology on Parental Involvement: Perceptions of teachers and guidance counselors regarding the impact of a parent portal component of a student information system on parental involvement at the high school level.” 2013. Web. 22 Feb 2019.
Vancouver:
Johnson P. The Impact of Technology on Parental Involvement: Perceptions of teachers and guidance counselors regarding the impact of a parent portal component of a student information system on parental involvement at the high school level. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/19310.
Council of Science Editors:
Johnson P. The Impact of Technology on Parental Involvement: Perceptions of teachers and guidance counselors regarding the impact of a parent portal component of a student information system on parental involvement at the high school level. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19310
Virginia Tech
7.
Thomas, Chevese Renee.
Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study.
Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech
URL: http://hdl.handle.net/10919/85415
► Teacher evaluation is mandated by state law and practiced in every public school district. The evaluation of teachers is a vital part of the work…
(more)
▼ Teacher evaluation is mandated by state law and practiced in every public school district. The evaluation of teachers is a vital part of the work of school administrators and the evidence that aligns teacher supervision and its direct or indirect impact on student achievement is scant (Ebmeier, 2003). The researcher examined perceptions of elementary teachers in a southeastern
Virginia school division regarding the teacher evaluation process. The goal was to determine how the teacher evaluation process influences professional growth and instructional practices at the elementary school level. In addition to identifying the overall perception of the evaluative practices employed in the school division, the researcher gleaned additional understandings of teacher perceptions on how a particular evaluation tool's effectiveness, purposes, and reliability impact teacher behavior.
Perceptions of teachers from 20 elementary schools in an urban school division in
Virginia were researched using a quantitative methodology. There were a total of 446 teachers in grades PreK through 5 in the 20 schools. Data were collected through an online teacher questionnaire. The revised Teacher Evaluation Profile (TEP), created by Stiggins and Duke (1988), was used as the survey tool. The TEP was designed to elicit responses on a Likert scale using five attributes of a particular teacher evaluation experience.
Data from the TEP indicate that teacher perceptions of the overall quality of the evaluation process vary. While there was a consistent perception of neutrality, less than 50% of the teachers perceived the evaluation as a meaningful process. Furthermore, teachers reported that the evaluation process had minimal impact on their professional growth and professional practice. The results of this study may impact the professional development opportunities linked to the evaluation process.
Advisors/Committee Members: Cash, Carol S. (committeechair), Mullen, Carol Ann (committeechair), Twiford, Travis W. (committee member), Price, Ted S. (committee member).
Subjects/Keywords: teacher evaluation; teacher supervision; supervision of instruction; teacher growth
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thomas, C. R. (2017). Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85415
Chicago Manual of Style (16th Edition):
Thomas, Chevese Renee. “Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/85415.
MLA Handbook (7th Edition):
Thomas, Chevese Renee. “Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study.” 2017. Web. 22 Feb 2019.
Vancouver:
Thomas CR. Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/85415.
Council of Science Editors:
Thomas CR. Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85415
Virginia Tech
8.
Casey, Maxine Austin.
Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech
URL: http://hdl.handle.net/10919/85469
► For more than three decades, research has shown that the special education referral, identification, and placement processes can be discriminatory (Artiles, Rueda, Salazar, and Higareda,…
(more)
▼ For more than three decades, research has shown that the special education referral, identification, and placement processes can be discriminatory (Artiles, Rueda, Salazar, and Higareda, 2005). Proportionately, there are more minority students of low socio-economic status than are White students in special education categories that are the high incidence special education categories. Students with high-incidence disabilities make up 80% of all students with disabilities. High-Incidence disabilities share these characteristics, (1) often hard to distinguish from students without disabilities, especially in non-school settings, (2) often display a combination of academic, and (3) behavioral and social problems (Friend and Bursuck, 2012).
Special Education licensure and endorsement varies from state to state, as does the terminology used in describing the knowledge that is required and the students to whom it applies. In most states students identified for special education services for the categories of Intellectual Disability (ID), Specific Learning Disability (SLD) and students with Emotional Disturbance (ED) are identified as high- incidence disabilities.
The purpose of this study was to investigate the status of relative representation of male and female, minority, and low socioeconomic students with disabilities served in special education programs across 132 public school divisions within eight Superintendent']s regions in the 2013-14 school year, as published by the
Virginia Department of Education. Data from the
Virginia Department Education (VDOE) were analyzed to present an analysis of three categories of the special education populations (ID, SLD and ED), racial, (Black and Hispanic) and socio-economic status.
Findings indicated that fewer than 50% of the school divisions in the Commonwealth of
Virginia showed disproportionality, however when examined by Superintendent's regions there were some geographical areas that showed some concentrations of disproportionality.
Advisors/Committee Members: Earthman, Glen I. (committeechair), Cash, Carol S. (committeechair), Twiford, Travis W. (committee member), Bibb, Wanda Jane (committee member).
Subjects/Keywords: overrepresentation; special education; minorities; disproportionate; disproportionality; proportionality; risk-ratio; socio-economics; and poverty
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Casey, M. A. (2017). Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85469
Chicago Manual of Style (16th Edition):
Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/85469.
MLA Handbook (7th Edition):
Casey, Maxine Austin. “Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia.” 2017. Web. 22 Feb 2019.
Vancouver:
Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/85469.
Council of Science Editors:
Casey MA. Proportional Representation of Students with Disabilities Based on Race, Gender, and Socio-Economic Status in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85469
Virginia Tech
9.
McLean, Paul Douglas.
A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.
Degree: PhD, Educational Leadership and Policy Studies, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/26762
► Abstract The No Child Left Behind legislation has served to make educators throughout the country more aware of the need to increase student academic performance…
(more)
▼ Abstract
The No Child Left Behind legislation has served to make educators throughout the country more aware of the need to increase student academic performance on an annual basis. As part of the effort to report on satisfactory performance, the
Virginia Department of Education evaluates school organizations based upon the annual student percent pass rate on the Standards of Learning assessment. This evaluation may result in schools being categorized as either low or high performing. The major difference between the two categories is obviously student academic performance, but there may be other differences in the school organizations that would also account for the categorization of schools. This leads to the possibility of other variables that may play a part in the difference between low and high performing schools. Five possible variables that may have such an influence would be the condition of the school building, teacher quality, school enrollment, student attendance and participation in the free and reduced-priced lunch program. These were the five variables that were investigated in this study which sought to ascertain if there is a difference in the teacher quality measure when the school is rated as either high or low performing. If a difference exists, the data may indicate that the quality of the teacher influences the rating of the school. Likewise, data regarding the condition of the building, school enrollment and student attendance rates and participation in the free and reduced-price lunch program may indicate an influence that these variables may have upon the rating of the school performance. All of this could be of importance to local school authorities in making decisions relative to improving student learning.
This study found there to be no significant difference between the building conditions, teacher quality, and school enrollment in the high and low performing schools; however, a significant difference did exist between the student attendance rates and in the population of students participating in the free and reduced-price lunch program in the high and low performing schools.
Advisors/Committee Members: Earthman, Glen I. (committeechair), Tucker, James (committee member), Twiford, Travis W. (committee member), Cash, Carol S. (committee member).
Subjects/Keywords: student achievement; building conditions; teacher quality
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McLean, P. D. (2011). A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26762
Chicago Manual of Style (16th Edition):
McLean, Paul Douglas. “A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26762.
MLA Handbook (7th Edition):
McLean, Paul Douglas. “A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools.” 2011. Web. 22 Feb 2019.
Vancouver:
McLean PD. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26762.
Council of Science Editors:
McLean PD. A Study of the Relationship Between Building Conditions, Selected Teacher Qualifications, and Student Attendance in High and Low Performing Elementary Schools. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26762
Virginia Tech
10.
McCarty, Ann M.
Professional Development for New Middle School Teachers to Use Constructivist Pedagogy in the Block Period.
Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/26833
► In the 1980s and 1990s, publications like A Nation at Risk and Prisoners of Time were highly critical of the American public school system. In…
(more)
▼ In the 1980s and 1990s, publications like A Nation at Risk and Prisoners of Time were highly critical of the American public school system. In response, school administrators reviewed their master schedules to evaluate how time was scheduled and the majority of them chose block scheduling to secure longer, uninterrupted periods of instructional time. Upon implementing block scheduling, schools noted a need for a change in pedagogy. Constructivist teaching, shown to be effective with multiple ages, has become a preferred pedagogy for elementary and middle school teachers during a block period. The review of literature includes a description of the forces behind block scheduling and provides a background of constructivist theory and teaching practices based on the writings of Jean Piaget and Lev Vygotsky. Combining constructivist teaching with block scheduling creates an environment conducive to young adolescent learning; however, properly preparing teachers through professional development is key to effective implementation. The purpose of this action research study was to facilitate the professional growth of new teachers by providing job embedded professional development opportunities that were grounded in constructivist practices and demonstrated to be effective with young adolescent learners while teaching in a block period.
Advisors/Committee Members: Glenn, William J. (committeechair), Brott, Pamelia E. (committee member), Twiford, Travis W. (committee member), Berlin, Lois (committee member).
Subjects/Keywords: and Professional Development; Constructivism; Block Scheduling
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McCarty, A. M. (2010). Professional Development for New Middle School Teachers to Use Constructivist Pedagogy in the Block Period. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26833
Chicago Manual of Style (16th Edition):
McCarty, Ann M. “Professional Development for New Middle School Teachers to Use Constructivist Pedagogy in the Block Period.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26833.
MLA Handbook (7th Edition):
McCarty, Ann M. “Professional Development for New Middle School Teachers to Use Constructivist Pedagogy in the Block Period.” 2010. Web. 22 Feb 2019.
Vancouver:
McCarty AM. Professional Development for New Middle School Teachers to Use Constructivist Pedagogy in the Block Period. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26833.
Council of Science Editors:
McCarty AM. Professional Development for New Middle School Teachers to Use Constructivist Pedagogy in the Block Period. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26833
Virginia Tech
11.
Richardson, Callie Marvin.
School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia.
Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/77161
► The purpose of this study was to investigate relationships between facility conditions and student achievement, attendance, and behavior in an urban elementary school in southeastern…
(more)
▼ The purpose of this study was to investigate relationships between facility conditions and student achievement, attendance, and behavior in an urban elementary school in southeastern
Virginia. Most United States schools were constructed prior to 1960 (Phillips, 1997). As public school buildings aged and deteriorated, researchers became interested in determining links between facilities and student achievement (Lewis, 1983; Cash, 1993; Phillips, 1997; NCES, 1999).
Research suggests links between specific facility conditions and student achievement, attendance, and behavior. This study examined student achievement, attendance, and the behavior of students in an eighty year-old facility and compared the same students as they transitioned into a new facility. The literature review examined existing literature and discussed major concepts relating to specific building conditions, and findings of empirical studies from across the United States and abroad. Few of these studies looked at schools that transitioned from an old building to a new building.
This study employed a mixed-methods approach allowing the researcher to examine effects of facility conditions on attendance, behavior, and achievement in reading and mathematics as evidenced by standardized test scores using
Virginia Standards of Learning Tests. The researcher used focus groups with students, parents, and teachers to qualitatively document the relationship between facility condition and behavior of urban students who transitioned from an eighty year-old facility to a new facility in southeastern
Virginia.
The findings of this study were varied. Paired t-tests were run to determine whether there were differences in achievement, attendance, and behavior when students transitioned from an old facility to a newly-constructed facility. When student cohorts were combined, students performed significantly better in reading and mathematics. However, when students were separated by cohort, results varied.
Paired t-tests were conducted to examine gender differences for each cohort. Gender did play a role in the improvement of female students. Three themes emerged from focus groups: (1) the significance of technology in enhancing student achievement and instructional quality, (2) the feeling of pride as a catalyst for positive behavior; and (3) the impact of space, cleanliness, and lighting on behavior and achievement.
Advisors/Committee Members: Twiford, Travis W. (committeechair), Roberts, James T. (committee member), Alexander, David (committee member), Cash, Carol S. (committee member).
Subjects/Keywords: Urban Elementary School; Student Achievement; School Facility Conditions
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Richardson, C. M. (2010). School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77161
Chicago Manual of Style (16th Edition):
Richardson, Callie Marvin. “School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/77161.
MLA Handbook (7th Edition):
Richardson, Callie Marvin. “School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia.” 2010. Web. 22 Feb 2019.
Vancouver:
Richardson CM. School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/77161.
Council of Science Editors:
Richardson CM. School Facility Conditions and Student Achievement, Attendance, and Behavior in an Urban Elementary School in Southeastern Virginia. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/77161
Virginia Tech
12.
Pitts, Sarah Fazioli.
The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers.
Degree: PhD, Educational Leadership and Policy Studies, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/77178
► The Education Commission of the States in 2007 reported that 16 states had a policy for alternative licensure for school leaders and 23 states had…
(more)
▼ The Education Commission of the States in 2007 reported that 16 states had a policy for alternative licensure for school leaders and 23 states had a path for alternative licensure but not a policy (Education Commission of the States, 2007). Therefore there were 39 states that offered a policy or path for obtaining licensure for school leaders through an alternative route. This information suggested a nation-wide development and warranted investigation. First year principals, as are first year teachers, are in need of a mentor. The current principals are the individuals who would be asked to mentor newly hired principals.
This quantitative study was conducted to gain insight into the willingness of elementary principals to mentor alternatively licensed principals. The
Virginia Association of Elementary Principals (VAESP) agreed to email the web mail questionnaire to their public school principal members as of March 1, 2010. The questionnaire was sent to 515 elementary principals in
Virginia.
One way analysis of variance (ANOVA) was the statistical procedure used to determine the relationship between the predictor variables and the willingness of elementary principals to mentor alternatively licensed principals. The data indicated that
Virginia Elementary School Principals are somewhat willing to mentor their peers. However, they do not feel that alternative licensure is a good route for principal licensure.
Advisors/Committee Members: Twiford, Travis W. (committeechair), Tripp, Norman Wayne (committee member), Cash, Carol S. (committee member), Schreck, John F. (committee member).
Subjects/Keywords: mentoring; behaviors; alternative licensure; conditions; elementary principals
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pitts, S. F. (2011). The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77178
Chicago Manual of Style (16th Edition):
Pitts, Sarah Fazioli. “The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/77178.
MLA Handbook (7th Edition):
Pitts, Sarah Fazioli. “The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers.” 2011. Web. 22 Feb 2019.
Vancouver:
Pitts SF. The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/77178.
Council of Science Editors:
Pitts SF. The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77178
Virginia Tech
13.
Bibb, Wanda.
Perceptions of Eight High School Principals Regarding World-Mindedness in Education.
Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/77224
► The purpose of this study was to explore the perceptions of eight high school principals regarding world-mindedness. Classrooms filled with students of various heritages present…
(more)
▼ The purpose of this study was to explore the perceptions of eight high school principals regarding world-mindedness. Classrooms filled with students of various heritages present a three-fold challenge to principals: a) to welcome and educate students of all heritages; b) to teach students to respect and accept people who are different from themselves; and c) to graduate students prepared to live and work in a global economy. The study involved interviewing principals from eight high schools in central and northern
Virginia: a) three public high schools with relatively high percentages of LEP students; b) three public schools with much lower percentages of LEP students; and c) two private international schools. The interview questions probed not only how the principals felt about world-mindedness but also about their roles in building world-minded schools and how they would recognize world-mindedness.
The findings were as follows: a) all participants agreed on the importance of world-mindedness in education; b) world-minded practices were absent from some schools; c) offering the International Baccalaureate Program did not necessarily make a school highly world-minded; d) participants did not need extensive experiences outside the United States to be highly world-minded; e) demands from outside forces encouraged participants to be world-minded; f) community demographics affected participants' perceptions of schools' levels of world-mindedness; g) participants in schools with diverse student bodies seemed to be more world-minded; h) highly world-minded participants used conversations to raise and maintain world-mindedness; i) highly world-minded participants used websites to promote world-mindedness; j) highly world-minded schools possessed tangible and intangible elements of world-mindedness; and k) some participants confused world-mindedness with anti-racism.
Implications were that principals should a) seek professional development opportunities; b) include world-mindedness in communications; c) start with tangible elements to build intangible elements of world-mindedness; and d) have frequent conversations about world-mindedness with stakeholders. The recommendations for further research included a) creating world-mindedness continuums; b) building world-mindedness in homogeneous student bodies; c) using international schools as world-mindedness models; and d) distinguishing world-mindedness from anti-racism efforts. In conclusion, the growing diversity in U.S. classrooms presents principals with a mandate to work toward high levels of world-mindedness and, thus, become diversity change agents.
Advisors/Committee Members: Cash, Carol S. (committeechair), Earthman, Glen I. (committee member), Staley, Robert S. (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: World-Mindedness; Diversity; School Culture; Internationalism; Global Education; Multicultural Education; Multiculturalism
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bibb, W. (2012). Perceptions of Eight High School Principals Regarding World-Mindedness in Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77224
Chicago Manual of Style (16th Edition):
Bibb, Wanda. “Perceptions of Eight High School Principals Regarding World-Mindedness in Education.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/77224.
MLA Handbook (7th Edition):
Bibb, Wanda. “Perceptions of Eight High School Principals Regarding World-Mindedness in Education.” 2012. Web. 22 Feb 2019.
Vancouver:
Bibb W. Perceptions of Eight High School Principals Regarding World-Mindedness in Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/77224.
Council of Science Editors:
Bibb W. Perceptions of Eight High School Principals Regarding World-Mindedness in Education. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77224
Virginia Tech
14.
Payne, Elizabeth T.
Implementing Walkthroughs: One School's Journey.
Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/30049
► Implementing Walkthroughs: One Schoolâ s Journey Elizabeth T. Payne ABSTRACT In order to support the new mission of education where students achieve at high levels,…
(more)
▼ Implementing Walkthroughs: One Schoolâ s Journey
Elizabeth T. Payne
ABSTRACT
In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachersâ professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research.
This mixed methods case study describes one middle schoolâ s journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.
Advisors/Committee Members: Mallory, Walter D. (committeechair), Eller, John F. (committee member), Tripp, Norman Wayne (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: classroom observation; instructional supervision; walkthrough
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Payne, E. T. (2010). Implementing Walkthroughs: One School's Journey. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30049
Chicago Manual of Style (16th Edition):
Payne, Elizabeth T. “Implementing Walkthroughs: One School's Journey.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/30049.
MLA Handbook (7th Edition):
Payne, Elizabeth T. “Implementing Walkthroughs: One School's Journey.” 2010. Web. 22 Feb 2019.
Vancouver:
Payne ET. Implementing Walkthroughs: One School's Journey. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/30049.
Council of Science Editors:
Payne ET. Implementing Walkthroughs: One School's Journey. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/30049
Virginia Tech
15.
Greer, Janet Agnes.
Professional Learning and Collaboration.
Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/26463
► The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching…
(more)
▼ The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching and learning in isolation and hinder the shift to a more collaborative paradigm. Professional learning communities (PLCs) support continuous teacher learning, improved efficacy, and program implementation. The PLC provides the framework for the development and enhancement of teacher collaboration and teacher collaboration develops and sustains the PLC. The interpersonal factors that influence collaboration make it difficult to implement and preclude the use of any systematic directions to develop a PLC successfully. However, research has identified emerging strategies that could guide the development of collaborative cultures for school improvement. The researcher designed this case study to describe collaboration in the PLC of an elementary school. The study focuses on collaborative behaviors, perceptions, influences, barriers, and strategies present in the school. The researcher utilized the Professional Learning Community Organizer (Hipp & Huffman, 2010) in the analysis of the data. Hipp, Huffman and others continued the research started by Hord (1990) and identified PLC dimensions and behaviors associated with those dimensions. The PLCO included behaviors aligned with the initiating, implementing, and sustaining phases of each dimension of a PLC. Structure and process, trust and accountability, and empowerment emerged as important themes in the observed PLC. The sequential path to teacher empowerment began with the development of structure and process. Teachers developed trust in each other by demonstrating accountability required by those structures and processes. Trust provided opportunities for risk taking and leadership to emerge. The teachers and administrators demonstrated their commitment
to the vision and worked collaboratively for the learning success of all students. The data provided evidence of administrators and teachers making decisions to solve problems and improve instruction based on the vision. The PLC of the elementary school observed demonstrated development at the implementing and sustaining levels. The teachers and administrators worked collaboratively over time to improve teacher practice resulting in improved student learning. The opportunity to utilize the PLC for continuous growth by challenging the new norms and embracing risk taking remains.
Advisors/Committee Members: Mallory, Walter D. (committeechair), Twiford, Travis W. (committee member), Mondak, Michael J. (committee member), Glenn, William J. (committee member).
Subjects/Keywords: collaboration; professional learning community
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Greer, J. A. (2012). Professional Learning and Collaboration. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26463
Chicago Manual of Style (16th Edition):
Greer, Janet Agnes. “Professional Learning and Collaboration.” 2012. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26463.
MLA Handbook (7th Edition):
Greer, Janet Agnes. “Professional Learning and Collaboration.” 2012. Web. 22 Feb 2019.
Vancouver:
Greer JA. Professional Learning and Collaboration. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26463.
Council of Science Editors:
Greer JA. Professional Learning and Collaboration. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26463
Virginia Tech
16.
Wolfe, Christine R.
Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction.
Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/26547
► The purpose of this study was to use quantitative data to answer the overarching question, what behaviors develop mutual trust, and what is its association…
(more)
▼ The purpose of this study was to use quantitative data to answer the overarching question, what behaviors develop mutual trust, and what is its association to job satisfaction? This study expanded on the research of Tschannen-Moran, considering mutual trust and job satisfaction. Using quantitative research, the researcher considered the five constructs of trust originally identified by Hoy and Tschannen-Moran to determine what behaviors are needed on the part of the principals and teachers to develop mutual trust and if there is an association between mutual trust and job satisfaction.
The quantitative data were collected from four schools in a medium-sized rural school division in
Virginia. Survey questions were developed with the five constructs of trust from Tschannen-Moran's research as the foundation and provided information on principals' and teachers' behaviors. Most questions were formatted to use a 5-point Likert scale; however, two open-ended questions provided more specific information on behaviors needed to develop mutual trust. Through analysis of the data, the researcher found that the development of trust is primarily the result of the behaviors of the principals. Further, there are differences between the perceptions of principals and teachers regarding behaviors needed to develop trust.
This information is helpful for future educators, both principals and teachers. As part of an individual's preparation for a career in education, it is beneficial for them to have some understanding of how to develop a trusting relationship in a school between a teacher and principal. Current administrators need to understand if there is an overall culture of trust in the school they lead, and if not, where the gap in trust is.
Advisors/Committee Members: Creighton, Theodore B. (committeechair), Twiford, Travis W. (committee member), Cash, Carol S. (committee member), Tripp, Norman Wayne (committee member).
Subjects/Keywords: principal; teacher; trust
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wolfe, C. R. (2010). Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26547
Chicago Manual of Style (16th Edition):
Wolfe, Christine R. “Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26547.
MLA Handbook (7th Edition):
Wolfe, Christine R. “Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction.” 2010. Web. 22 Feb 2019.
Vancouver:
Wolfe CR. Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26547.
Council of Science Editors:
Wolfe CR. Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26547
Virginia Tech
17.
Barber, Ryan Neal.
TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/72847
► The purpose of this study was to determine if the instructional and organizational needs of educators were fully met in school buildings constructed through the…
(more)
▼ The purpose of this study was to determine if the instructional and organizational needs of educators were fully met in school buildings constructed through the provision of a public/private partnership and the degree of satisfaction in the completed facility. This study examined the implementation of the Public/Private Education Facilities and Infrastructure Act of 2002 (PPEA) in the Commonwealth of
Virginia to construct public school facilities.
School divisions that entered into a school construction project using the provisions of a public/private partnership between 2002 and 2013 were identified by the
Virginia Department of Education. An electronic survey was created to solicit feedback from participants regarding their level of input and engagement during the planning and design stages of development and teacher and principal satisfaction with the completed school facility. The survey instrument had 33 items. Descriptive statistics were used to analyze the data. The frequency and percentage from each category, mean, and mode were also reported for each quantitative survey item. Qualitative data were examined by response categories according to the experiences teachers and principals.
The Public/Private Partnership Survey was sent to the administrators and teachers of 14 public schools throughout the Commonwealth of
Virginia. There were 131 participants from 14 schools that completed and returned the survey.
The findings indicated that while some participants had an ideal experience throughout the construction project, the majority of the participants did not feel that they had significant engagement or input during the planning stages prior to the public/private partnership school construction project. Additionally, while thankful for an improved school facility, teachers and principals consistently responded that if their feedback had been valued, they would be working in a completed school facility better suited to meet the needs of all stakeholders. Principals and teachers who were the most satisfied with their school facility had high levels of engagement during the planning stages, the input they provided was valued, and translated into the educational specification documents and into the completed school facility.
Advisors/Committee Members: Earthman, Glen I. (committeechair), Salmon, Richard G. (committee member), Cash, Carol S. (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: public/private partnerships; school facilities; engagement and input in planning; satisfaction with the completed school facility
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Barber, R. N. (2015). TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72847
Chicago Manual of Style (16th Edition):
Barber, Ryan Neal. “TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/72847.
MLA Handbook (7th Edition):
Barber, Ryan Neal. “TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES.” 2015. Web. 22 Feb 2019.
Vancouver:
Barber RN. TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/72847.
Council of Science Editors:
Barber RN. TEACHER AND PRINCIPAL SATISFACTION WITH THE PUBLIC/PRIVATE PARTNERSHIP PROCESS IN BUILDING SCHOOL FACILITIES. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72847
Virginia Tech
18.
Boyd, Jesse Travis.
Online Credit Recovery as an Effective Intervention for American Students at Risk of Dropping Out of High School.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/72860
► The purpose of this study was to determine the extent to which online credit recovery is effective at allowing students to regain lost credits and…
(more)
▼ The purpose of this study was to determine the extent to which online credit recovery is effective at allowing students to regain lost credits and to determine any differences that may exist in credit recovery based on a student's gender, socio-economic status, race/ethnicity, and course taken. This study analyzed these differences in respect to core and elective online credit recovery courses. Every school year, over 1.2 million students drop out of high school in the United States (National Center for Educational Statistics, 2001). One in four African American students and nearly one in five Hispanic students attend high schools where graduating is not the norm (United States Department of Education, 2013). Poor students (bottom 20 percent of all family incomes) are five times more likely to drop out of high school than high-income students (top 20 percent of all family incomes) (Chapman, Laird, Ifill, and KewalRamani, 2011). On average, 72 percent of male students earn a diploma compared with 78 percent of female students, a gender gap of 6 percentage points that has remained virtually unchanged for years (Education Week, 2013). Research has shown that students who miss or fail academic courses are at greater risk of dropping out of school than their peers. To re-engage these students researchers recommend that schools provide extra academic support (Dynarski, Clarke, Cobb, Finn, Rumberger, and Smink, 2008). Extra academic support has most recently come in the form of online credit recovery. The results of this study showed that online credit recovery is an effective instructional method for students in need of recovering lost core and elective credits. The results showed that females outperformed male students, and more affluent students recorded a higher pass rate than less fortunate students. Hispanic and Black students received a passing grade at a rate comparable to White students. Results varied depending on the course a student took. Instructional leaders, who are dedicated to the promotion of student learning and the quality of instruction, should consider it a priority to recognize the emerging trends in dropout prevention and to assess the effectiveness of online credit recovery programs.
Advisors/Committee Members: Cash, Carol S. (committeechair), Twiford, Travis W. (committee member), Smith, James Gregory (committee member), Price, Ted S. (committee member).
Subjects/Keywords: dropout; at-risk students; dropout prevention programs; credit recovery; and online learning
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Boyd, J. T. (2015). Online Credit Recovery as an Effective Intervention for American Students at Risk of Dropping Out of High School. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/72860
Chicago Manual of Style (16th Edition):
Boyd, Jesse Travis. “Online Credit Recovery as an Effective Intervention for American Students at Risk of Dropping Out of High School.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/72860.
MLA Handbook (7th Edition):
Boyd, Jesse Travis. “Online Credit Recovery as an Effective Intervention for American Students at Risk of Dropping Out of High School.” 2015. Web. 22 Feb 2019.
Vancouver:
Boyd JT. Online Credit Recovery as an Effective Intervention for American Students at Risk of Dropping Out of High School. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/72860.
Council of Science Editors:
Boyd JT. Online Credit Recovery as an Effective Intervention for American Students at Risk of Dropping Out of High School. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/72860
Virginia Tech
19.
Warthan, Donna.
The Difference between Grade Span Configuration and Student Achievement in Four Eastern States.
Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/73003
► The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public schools. This federal legislation sets a proficiency…
(more)
▼ The No Child Left Behind (NCLB) Act of 2001 was established to improve student achievement among all public schools. This federal legislation sets a proficiency goal of 100% for all students by the 2013-14 school year. Each state is required to provide parents and others interested in the public schools with information about school, district, and state-level data in a number of areas. The United States Department of Education requires that each state's report card include information pertaining to assessment data, accountability, and teacher quality. The state has an option to include other information such as: school attendance rate, average class size in each grade, and incidences of school violence, drug abuse, student suspensions, and student expulsions.
The purpose of this quantitative research study was to determine if there was a difference between grade span configuration with respect to achievement scores of eighth grade students in four eastern states who attended 6-8 public middle schools and those who attended K-8 public schools, as evidenced by their state's 2009-2010 achievement data. The data from the four eastern states was obtained from each state's Department of Education and includes public schools that are configured with a K-8 or 6-8 model.
The population in the quantitative study was one thousand one hundred and fifty-eight public schools from
Virginia, Maryland, South Carolina, and North Carolina. This included 144 K-8 schools and 1,014 middle schools. The overriding research questions were: (1) what is the difference, if any, in English and mathematics pass rates on the Standards of Learning in
Virginia for school with different grade span configurations? , (2) what is the difference, if any, in English and mathematics pass rates on the Maryland School Assessment in Maryland for schools with different grade span configurations? , (3) what is the difference, if any, in English and mathematics pass on the Palmetto-Assessment of State Standards in South Carolina for schools with different grade span configurations?, (4) what is the difference, if any, in English and mathematics pass rates on the ABC's End-of-Course tests in North Carolina for schools with different grade span configurations?, (5) if differences do exist in English and mathematics pass rates for schools with different grade span configurations, are the results consistent in all four states?
Eight t-tests were conducted to examine academic performance of eighth grade students in K-8 and 6-8 schools with a pre-determined alpha of .05. The results indicated mixed findings. Results from
Virginia and South Carolina revealed that there was no significant difference in the pass rates between K-8 and 6-8 schools in English and mathematics. In North Carolina there was a significant difference in the pass rates, with K-8 schools obtaining a higher pass rate in both English and mathematics. Outcomes from Maryland disclosed that there was a significant difference between K-8 and middle schools, with middle schools…
Advisors/Committee Members: Cash, Carol S. (committeechair), Johnson, Patricia (committee member), Price, Ted. S. (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: K-8 schools; early adolescents; junior high school; middle schools; student achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Warthan, D. (2011). The Difference between Grade Span Configuration and Student Achievement in Four Eastern States. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73003
Chicago Manual of Style (16th Edition):
Warthan, Donna. “The Difference between Grade Span Configuration and Student Achievement in Four Eastern States.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73003.
MLA Handbook (7th Edition):
Warthan, Donna. “The Difference between Grade Span Configuration and Student Achievement in Four Eastern States.” 2011. Web. 22 Feb 2019.
Vancouver:
Warthan D. The Difference between Grade Span Configuration and Student Achievement in Four Eastern States. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73003.
Council of Science Editors:
Warthan D. The Difference between Grade Span Configuration and Student Achievement in Four Eastern States. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/73003
Virginia Tech
20.
Barringer, Tina M.
Teacher Growth in the Evaluation Process.
Degree: PhD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/73010
► Teacher evaluation has a history of challenges, from disagreement over its fundamental purpose to questions of its significance to teachers. Studies (Barnett & McCormick, 2004;…
(more)
▼ Teacher evaluation has a history of challenges, from disagreement over its fundamental purpose to questions of its significance to teachers. Studies (Barnett & McCormick, 2004; Frase & Streshly, 1994; Machell, 1995; Milanowski, 2005; Milanowski & Heneman, 2001; Ovando & Harris, 1993; Stiggins & Duke, 1988) have consistently identified poor feedback, a lack of credibility, and an absence of trust as key issues that impact the effectiveness of an evaluator in the process. The purpose of teacher evaluation may be seen on a continuum from accountability, summarizing the progress of a teacher for the year, to improvement, motivating a teacher on to growth throughout the year and beyond. With the continually-expanding knowledge base on learning principles, a commitment to improvement and growth is essential to optimally meeting the needs of learners. There is a need to better understand the connection between principal practices in the evaluation process and teacher openness to professional growth.
In this qualitative study, data from interviews and assorted artifacts were examined to ascertain what an elementary principal can do in the teacher evaluation process to promote the professional development of teachers. Elementary principals and teachers from a school division in
Virginia were interviewed. The sources of data for this study were interview records, field observation notes, and archival data in the form of written observation summaries and professional growth goals, year-end evaluations, and the evaluation handbook and policies of the school division.
The data in this study supported the conclusion that elementary principals do not use the evaluation process to promote professional growth. It was apparent in the interview data, however, that the belief that evaluation should foster growth was very strong in this school division. From the study emerged principles of practice that could indeed encourage a climate of growth in the elementary setting.
Advisors/Committee Members: Earthman, Glen I. (committeechair), Cash, Carol S. (committee member), Odom, Winston O. (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: evaluation; formative evaluation; professional development; purposes of teacher evaluation; staff development; teacher evaluation; teacher growth
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Barringer, T. M. (2010). Teacher Growth in the Evaluation Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73010
Chicago Manual of Style (16th Edition):
Barringer, Tina M. “Teacher Growth in the Evaluation Process.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73010.
MLA Handbook (7th Edition):
Barringer, Tina M. “Teacher Growth in the Evaluation Process.” 2010. Web. 22 Feb 2019.
Vancouver:
Barringer TM. Teacher Growth in the Evaluation Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73010.
Council of Science Editors:
Barringer TM. Teacher Growth in the Evaluation Process. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/73010
Virginia Tech
21.
Blowe, Eleanor Hearst.
The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/73014
► In 2002, the No Child Left Behind (NCLB) legislation (U.S. Department of Education, 2002) was signed into law to help children in the United States…
(more)
▼ In 2002, the No Child Left Behind (NCLB) legislation (U.S. Department of Education, 2002) was signed into law to help children in the United States receive quality education and learn the basic skills needed to be successful (Chadd & Drage, 2006). The central focus of this legislation is the core academic subjects, which are identified in the legislation as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography. Career and technical education (CTE) is not specifically mentioned in the legislation, which suggests that NCLB and the high-stakes testing associated with the accountability benchmarks could impact the future of CTE. Even though the primary expectation of high-stakes testing is to increase academic achievement in specific areas, many worthwhile school programs could suffer from unintended consequences of this high-stakes testing initiative.
One of the strategies that many school districts are using to improve student performance in the core subject areas mentioned in the NCLB legislation is to devote more instructional time to the tested content subjects, such as reading, mathematics, social studies and science. Hence, the development of an unintended consequence of narrowing the curriculum offered to secondary students. As a result more CTE courses may be dropped from high school master schedules, which make the topic of specific concern for educational leaders (Gordon et al., 2007). School administrators and school leaders are concerned about school accreditation and student performance on state mandated tests. Therefore, examining career and technical education student performance on
Virginia's Standards of Learning assessments and the graduation rates of CTE students would help to determine the impact of CTE enrollment on student achievement. As such, the impact of CTE on high-stakes testing in the Commonwealth of
Virginia was the impetus for this topic of study.
This purpose of this quantitative study was to investigate the academic performance of CTE completers and non-CTE completers in the Commonwealth of
Virginia on the Standards of Learning English and mathematics assessments, as well as cohort graduation rates. This quantitative study used descriptive statistics, such as mean and standard deviation, to determine if their pass rates and graduation rates differ during the 2008, 2009 and 2010 school years. A t-test was used to determine if they differ significantly from each other. Findings indicate that statistically (p<.05), CTE completers had higher mathematics and Grade 11 English reading pass rates from those of non-CTE completers. The CTE completers in this study also demonstrated higher cohort graduation rates. It appears that a concentration of career and technical education makes a positive impact the pass rates of students on the Standards of Learning assessments and cohort graduation rates.
Advisors/Committee Members: Cash, Carol S. (committeechair), Nelson, Ann E. (committee member), Price, Ted. S. (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: Career and Technical Education; Graduation Rates; High-Stakes Testing; No Child Left Behind; Student Achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Blowe, E. H. (2011). The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73014
Chicago Manual of Style (16th Edition):
Blowe, Eleanor Hearst. “The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73014.
MLA Handbook (7th Edition):
Blowe, Eleanor Hearst. “The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia.” 2011. Web. 22 Feb 2019.
Vancouver:
Blowe EH. The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73014.
Council of Science Editors:
Blowe EH. The Impact of Career and Technical Education on the Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/73014
22.
Pope, Sharon Elaine.
A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73164
► The purpose of this study was to investigate self-efficacy and organizational efficacy as reported by assistant principals for relationships to their job preparation experiences in…
(more)
▼ The purpose of this study was to investigate self-efficacy and organizational efficacy as reported by assistant principals for relationships to their job preparation experiences in one K-12 public school district. Bandura defined self-efficacy as "]belief in one's capabilities to organize and execute the courses of action required to produce given attainments" (1997, p. 3). Organizational efficacy has been defined as "an aggregated judgment of an organization's individual members' assessment of their (a) collective capacities, (b) mission or purpose, and (c) sense of resilience" (Bohn, 2010, p. 233). As efficacious beliefs have reciprocal influence that can better fortify performance (Bandura, 1997), this study explored both self-efficacy and organizational efficacy to provide a bi-level depiction of assistant principal efficacy. The self-efficacy measurement was gathered through the 2006 School Administrator Efficacy Scale (SAES) survey (McCollum, Kajs, and Minter, 2006a, 2006b) and the organizational efficacy measurement was gathered through the 2010 Organizational Efficacy Scale (OES) survey (Bohn, 2010). Additionally, self-reported demographics and job preparation experiences were gathered through a participant information survey.
Beyond descriptive analyses that established benchmarking efficacy measurements for the participating school district, ANOVA analyses revealed no significant relationships in self-reported self-efficacy or organizational efficacy based upon the job preparation experiences of assistant principals. The benchmarking measurements were presented to inform school district leaders as they direct future district succession, mentoring, or professional development planning for increased efficacious leadership development and for improved human capital management results.
Advisors/Committee Members: Cash, Carol S. (committeechair), Blumenthal, Penny (committee member), Price, Ted S. (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: assistant principal; self-efficacy; organizational efficacy; job preparation experiences; human capital management
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Pope, S. E. (2015). A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73164
Chicago Manual of Style (16th Edition):
Pope, Sharon Elaine. “A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73164.
MLA Handbook (7th Edition):
Pope, Sharon Elaine. “A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District.” 2015. Web. 22 Feb 2019.
Vancouver:
Pope SE. A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73164.
Council of Science Editors:
Pope SE. A Relationship Study of Assistant Principals' Reported Self-Efficacy and Organizational Efficacy Levels Based Upon Job Preparation Experiences in One K-12 Public School District. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73164
Virginia Tech
23.
Lipscomb, Kecia Ormond.
Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73213
► Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the…
(more)
▼ Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the learning process (Comer and Haynes, 1991). Likewise, schools make the assumption that parents realize their role in the learning process, but do not effectively communicate the partnership to parents, and misconceptions about the parents and teachers roles and behaviors arise. Research has shown that both schools and parents have a major influence on children as they develop and that they learn best when schools and parents work together (Comer and Haynes, 1991).
The purpose of this study was to examine parent and teacher perceptions of effective communication. This was a non-experimental quantitative study that compared the differences between parents' and teachers' perceptions of effective communication. The study consisted of a survey for parents and teachers on a Likert scale. The survey data were compared through the use of the t-test statistic and a One-Way Analysis of Variance. The information discovered in this study will allow the researcher to bridge the learning gap regarding how parents and teachers can actively participate in the effective communication process to enable both parties to send and receive messages and limit the amount of misunderstanding on educational topics relating to students. This information will be provided to principals and school leaders in order to better manage the communication process between parents and teachers to include the information, attitudes, and perspectives that exist, thus, impacting student achievement and school success. Findings included identified differences between parent and teacher perceptions regarding the effectiveness and frequency of communication, and difference between teachers at the two schools and between parents at the two schools.
Advisors/Committee Members: Cash, Carol S. (committeechair), Johnson, Paula (committee member), Twiford, Travis W. (committee member), Price, Ted S. (committee member).
Subjects/Keywords: Effective Communication; Parental Involvement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lipscomb, K. O. (2015). Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73213
Chicago Manual of Style (16th Edition):
Lipscomb, Kecia Ormond. “Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73213.
MLA Handbook (7th Edition):
Lipscomb, Kecia Ormond. “Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia.” 2015. Web. 22 Feb 2019.
Vancouver:
Lipscomb KO. Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73213.
Council of Science Editors:
Lipscomb KO. Parents and Teachers Perceptions of Effective Communication in Two Schools in One Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73213
Virginia Tech
24.
Ramsey, Stefanie Celine.
The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73316
► The educational plight of the urban student athlete is often associated with academic underachievement. This study researched the effects of minimum academic standards on athletes…
(more)
▼ The educational plight of the urban student athlete is often associated with academic underachievement. This study researched the effects of minimum academic standards on athletes to increase their academic success, attendance rates, reduce discipline infractions and subsequently, increase graduation rates. Vidal- Fernandez (2011) conducted a study on the effect minimum academic requirements to participate in sports had on high school graduation. Students who were involved in a sport had significantly higher grade point averages during their sport season compared to their grade point averages when the students were not in season.
Schools invest large amounts of resources into sports activities under the well-supported assumption that these activities increase levels of student outcomes. If engagement in athletics significantly improves the likelihood of academic success, then school leaders should choose to target resources and efforts at increasing participation, especially for at-risk and failing students (Vidal-Fernandez, 2011).
In this quantitative study to determine what impact athletics have on the student's academic performance, the researcher collected existing data on the high school football teams for two semesters prior to a system wide 2.0 GPA policy to play and two semesters after the implementation of the 2.0 GPA play policy. Independent variables (attendance, discipline and GPA) and dependent variables (participation in football, academic coach or no academic coach, and athletic coach) were collected, and these variables were then measured and analyzed using relevant statistical procedures.
Many of the student athletes in this study increased their accountability for their academic achievement in order to achieve higher GPAs in order to participate in athletics. Although not statistically significant, the data showed there was an increase in the overall district GPA for football players in the division after the implementation of the 2.0 GPA rule. Another important finding, student mobility (transiency) was notable at each high school during the three-year span of the study. While the present study only analyzed a district sample of athletes, the results could assist parents, coaches, and school administrators in monitoring the academic success of the school system's athletes.
Advisors/Committee Members: Cash, Carol S. (committeechair), Twiford, Travis W. (committee member), Beatty, Thomas H. (committee member), Price, Ted S. (committee member).
Subjects/Keywords: High school; athletes and academics; dropouts; urban males; graduation rates; academic success; at-risk students
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ramsey, S. C. (2015). The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73316
Chicago Manual of Style (16th Edition):
Ramsey, Stefanie Celine. “The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73316.
MLA Handbook (7th Edition):
Ramsey, Stefanie Celine. “The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia.” 2015. Web. 22 Feb 2019.
Vancouver:
Ramsey SC. The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73316.
Council of Science Editors:
Ramsey SC. The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73316
Virginia Tech
25.
Thomas III, Harry R.
The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy .
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73327
► This study presents a qualitative analysis of principals' perceptions of the relationship among principal preparation programs, professional development and instructional leadership confidence in one urban…
(more)
▼ This study presents a qualitative analysis of principals' perceptions of the relationship among principal preparation programs, professional development and instructional leadership confidence in one urban school division in
Virginia. Levine (2005) argued that the principal has a salient effect on the instructional programs within schools, and the preparation and professional development of the principal affects the degree to which they maintain and improve instruction. To examine principal perceptions on feelings of confidence toward instructional leadership, four research questions were investigated: What are principals' perceptions concerning the instructional confidence needed to lead schools in one school division? What are principals' perceptions regarding the coursework undertaken in their preparation program and the associated confidence developed for instructional leadership in one school division? What are principal perceptions concerning post-graduate professional development and the associated confidence developed for instructional leadership in one school division? What type of additional training do principals believe would enhance their confidence toward instructional leadership in one school division? The researcher sought to ascertain principal perceptions concerning the construct, instructional leadership efficacy, based on their academic training and professional development.
The findings were as follows: a) interviewed principals in one urban school division described instructional leadership efficacy in terms of one's capacity to provide instructional leadership and one's know how to foster home-school relations; b) interviewed principals in one urban school division believe that the principal must act as an instructional leader to facilitate learning in the building; c) interviewed principals from one urban school division reported that the course of greatest significance to instructional leadership was school law; d) interviewed principals from one urban school division were unable to identify the most beneficial professional development in terms of that which is needed to be the instructional leader; e) there was no recommendation for specific coursework in the principal preparation program that was supported by the majority of the interviewed principals.
Advisors/Committee Members: Price, Ted S. (committeechair), Cash, Carol S. (committee member), Twiford, Travis W. (committee member), Jackson, Dana Richburg (committee member).
Subjects/Keywords: Principal Preparation Programs; Professional Learning; Instructional Efficacy
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thomas III, H. R. (2015). The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy . (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73327
Chicago Manual of Style (16th Edition):
Thomas III, Harry R. “The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy .” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73327.
MLA Handbook (7th Edition):
Thomas III, Harry R. “The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy .” 2015. Web. 22 Feb 2019.
Vancouver:
Thomas III HR. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy . [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73327.
Council of Science Editors:
Thomas III HR. The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy . [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73327
Virginia Tech
26.
Nabors, Autumn Nicole.
Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73330
► Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous…
(more)
▼ Teacher evaluation systems were developed and implemented to increase accountability but also to increase teacher effectiveness. A review of the research and findings of previous teacher evaluation studies demonstrated the need to further examine the feedback in evaluation systems and their role in teacher professional growth. The purpose of the study was to identify the perceptions of teachers and administrators regarding the feedback teachers receive from the teacher evaluation process, how they perceive the impact of feedback on teacher growth, and what professional development has been offered because of the feedback.
This descriptive study used qualitative data and quantitative data derived from a modified version of the Teacher Evaluation Profile (TEP) survey. The findings from this study indicated that teachers perceive the quality of feedback they received to be lower than administrators perceived the quality of the feedback they gave, specifically in regards to the frequency of the feedback and quality of the information contained in the feedback. In addition, there was a significant difference in the perceptions of the quality of feedback between elementary teachers and administrators and secondary teachers and administrators. Though teachers and administrators both perceived the working relationships as positive, few teachers reported making adjustments to their teaching practices in response to the feedback received. Teachers did not perceive teacher professional growth from adjustments made in their teaching practice in response to the feedback. Teachers also noted few opportunities for professional development suggested in feedback. As suggested by the findings, professional development needs to be specific in regards to providing effective feedback. Finally, teachers, with the help of administrators, need to focus on creating goals and growth plans with specific professional opportunities to help teachers grow professionally and positively impact student outcomes.
Advisors/Committee Members: Price, Ted S. (committeechair), Evans, Lyle Elton (committee member), Twiford, Travis W. (committee member), Cash, Carol S. (committee member).
Subjects/Keywords: Teacher Evaluation; Feedback; Teacher Perceptions; Teacher Effectiveness
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nabors, A. N. (2015). Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73330
Chicago Manual of Style (16th Edition):
Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73330.
MLA Handbook (7th Edition):
Nabors, Autumn Nicole. “Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia.” 2015. Web. 22 Feb 2019.
Vancouver:
Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73330.
Council of Science Editors:
Nabors AN. Perceptions of How Teacher Evaluations and Feedback Impact Teacher Professional Growth in a Large Suburban School District in Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73330
Virginia Tech
27.
Davis III, Bernard Sydnor.
A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73813
► The purpose of this study was to identify leadership characteristics of technical school principals as perceived by technical center school principals, the superintendents, and the…
(more)
▼ The purpose of this study was to identify leadership characteristics of technical school principals as perceived by technical center school principals, the superintendents, and the center's Joint Control Board of the regional technical centers of the Commonwealth of
Virginia. A regional technical center principal position deals with a different administrative governing board, students from different high schools, and courses in the field of career and technical education. This study gathered and evaluated perspectives from the participating superintendents, Joint Control School Board members, and regional technical center principals to determine similarities and differences between the perceptions among these groups.
The population selected for this study was comprised of the participating superintendents, school board members, and principals from all ten K-12 public school regional technical centers in the Commonwealth of
Virginia during the 2014-15 school year. The results showed that the survey respondents ranked visionary and instructional leader as the top two characteristics for regional technical center principals. The results showed that superintendents and Joint Control School Board members ranked having a background or experience in career and technical education higher than principals ranked that characteristic. Joint Control Board Members ranked having a CTE degree significantly higher than principals and superintendents. Superintendents and Joint Control Board Members rated the principal's ability to articulate an instructional vision as having a significant relation to academic success higher than principals rated that characteristic. Survey respondents rated statement ten; persuasion is the ultimate tool for a technical center principal of public education, mean responses the lowest. All three survey respondents rated statement six; personal and professional integrity, honesty, and fairness are essential leadership characteristics for the public school regional technical center principal, mean responses the highest.
Open-ended question sixteen, what other characteristics that are needed for the CTE leader of a regional technical center that have not been addressed?, revealed results that superintendents and principals indicated that personnel management was a valuable skill, that superintendents believed that building relationships with students and recruiting students along with having the ability to work with various stakeholders was important.
Advisors/Committee Members: Price, Ted S. (committeechair), Cash, Carol S. (committee member), Twiford, Travis W. (committee member), Thornton, Michael E. (committee member).
Subjects/Keywords: CTE; leadership; education; characteristics
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Davis III, B. S. (2015). A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73813
Chicago Manual of Style (16th Edition):
Davis III, Bernard Sydnor. “A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS.” 2015. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/73813.
MLA Handbook (7th Edition):
Davis III, Bernard Sydnor. “A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS.” 2015. Web. 22 Feb 2019.
Vancouver:
Davis III BS. A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/73813.
Council of Science Editors:
Davis III BS. A COMPARATIVE STUDY OF LEADERSHIP CHARACTERISTICS OF VIRGINIA REGIONAL TECHNICAL CENTER PRINCIPALS. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73813
Virginia Tech
28.
Shifflett, Jr., Douglas Wayne.
A Study of Teacher Experiences During a Renovation Project.
Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/26572
► The purpose of this study was to investigate and report teacher perceptions during a renovation project. A quantitative analysis of six demographic variables and a…
(more)
▼ The purpose of this study was to investigate and report teacher perceptions during a renovation project. A quantitative analysis of six demographic variables and a 24 item survey questionnaire provided information related to school renovation, school leadership, student academic achievement, and teacher morale. This phenomenological study included survey responses from 74 out of a possible 76 teachers who were present during one of the two almost identical high school renovation projects in a rural school division in
Virginia. These two high schools had the same renovation timeline, floor plan, architectural design team, and construction company. Independent sample t-tests and one-way Analysis of Variances (ANOVA) were used to determine differences in teacher satisfaction, schools, or demographic variables. The first major finding found overall teacher satisfaction was minimally affected by the renovation project (satisfied 36.5%, neutral 59.5%, and dissatisfied 4%). Factors that may have affected this finding include: lapse in teacher memory due to collection of data 10 months after the completion of the project, a feeling of ambivalence by the teachers, or the fact that the principal of one of the schools was also the researcher which may have caused survey responses to be more neutral. Both males and females felt satisfied but the females were less satisfied regarding safety, cleanliness, job satisfaction, and school rating. Differences between satisfied and dissatisfied teachers involving cleanliness, considering relocating during the project, seeking a transfer to avoid another project, and room temperature were found to have significance and moderate effect sizes. The schools had differences in overall satisfaction levels with one school having more satisfied teachers
versus more teachers coded as neutral at the other school. While teachers at both schools felt safe during the renovation project and odor had an effect on satisfaction, satisfaction levels were different at each school. The last finding was a difference in job satisfaction levels between the age categories of 21-25 and 26-35 which could affect teacher retention. This study also concludes the need for doctoral and principal preparation programs to include information regarding the leadership role during a renovation project and how decisions may affect teacher satisfaction.
Advisors/Committee Members: Cash, Carol S. (committeechair), Earthman, Glen I. (committee member), Creighton, Theodore B. (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: renovation project; teacher satisfaction; teacher experiences; teacher recommendations
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Shifflett, Jr., D. W. (2010). A Study of Teacher Experiences During a Renovation Project. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26572
Chicago Manual of Style (16th Edition):
Shifflett, Jr., Douglas Wayne. “A Study of Teacher Experiences During a Renovation Project.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26572.
MLA Handbook (7th Edition):
Shifflett, Jr., Douglas Wayne. “A Study of Teacher Experiences During a Renovation Project.” 2010. Web. 22 Feb 2019.
Vancouver:
Shifflett, Jr. DW. A Study of Teacher Experiences During a Renovation Project. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26572.
Council of Science Editors:
Shifflett, Jr. DW. A Study of Teacher Experiences During a Renovation Project. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26572
Virginia Tech
29.
Catina, Kathryn L.
Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.
Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/26600
► The purpose of this study was to record and analyze experiences of teachers implementing a sheltered collaborative teaching model for second language learners. This study…
(more)
▼ The purpose of this study was to record and analyze experiences of teachers implementing a sheltered collaborative teaching model for second language learners. This study also analyzed the effect of this model on the on-time graduation rate of limited English proficient students. Discussing the experiences of teachers involved in this model provided valuable information that can be used to refine instruction and improve ELLs cultural assimilation, self-motivation, and involvement in co-curricular activities.
The mixed methods design study taking both a phenomenological and quasi-experimental case study approach focused on collecting experiences from teachers and graduation data to determine the outcomes of the collaborative instructional model. The context of this study was two high schools in a suburban school district in central
Virginia. The participants were seven teachers who have implemented the collaborative model within the last two years. Triangulation of the data sources included interviews with the participants, field notes, and archival data. Both NVivo and Statistical Package for Social Sciences were used in coding and describing the data.
Results of this study are presented in narrative descriptions of the experiences of the participants and a descriptive report of the graduation data. Themes resulting from the analysis across all the narratives are discussed within the framework of ELL academic success. Both graduation data and teacher reports are discussed to determine the effect of this instructional model on the on-time graduation rate.
Advisors/Committee Members: Creighton, Theodore B. (committeechair), Cash, Carol S. (committee member), Tripp, Norman Wayne (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: ESOL; ELL; SIOP
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Catina, K. L. (2010). Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26600
Chicago Manual of Style (16th Edition):
Catina, Kathryn L. “Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26600.
MLA Handbook (7th Edition):
Catina, Kathryn L. “Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners.” 2010. Web. 22 Feb 2019.
Vancouver:
Catina KL. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26600.
Council of Science Editors:
Catina KL. Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26600
Virginia Tech
30.
Alday, Kerry N.
An Historical Analysis of the Development of National Board Certification Stipends in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/26633
► This study examines the historical evolution and legislative valuation of the National Teacher Certification Incentive Reward Program and Fund in the Commonwealth of Virginia. This…
(more)
▼ This study examines the historical evolution and legislative valuation of the National Teacher Certification Incentive Reward Program and Fund in the Commonwealth of
Virginia. This fund offers stipends to teachers who earn National Board Certification from the National Board of Professional Teaching Standards. This research project included three steps of data collection. First, the legislative history of
Virginia's National Teacher Certification Incentive Reward Program and Fund, which covered the General Assembly Session in 1999, was reviewed. The second step was open-ended interviews with legislators and a representative from the
Virginia Education Association who participated in the creation of the "Fund." The third step was to collect and report the incentives that are offered by the local education agencies for teachers who earn National Board Certification. The study reported that the initial plan devised by the Carnegie Forum on Education and the Economy in the report, A Nation Prepared (1986) that National Board Certification was not implemented with fidelity in the Commonwealth of
Virginia, according to the intended design when it pertained to both how to strategically use the skills of NBCTs and how to ensure NBCTs are working with the students most in need of help. As supported by the interview data, the study shows those interviewed value great teachers and are willing to support them with financial incentives.
Advisors/Committee Members: Creighton, Theodore B. (committeechair), Cash, Carol S. (committee member), Tripp, Norman Wayne (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: National Board Certification; Teacher Leadership; Improving Low-Performing Schools; Effective Teachers; National Board for Professional Teaching Standards
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alday, K. N. (2011). An Historical Analysis of the Development of National Board Certification Stipends in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26633
Chicago Manual of Style (16th Edition):
Alday, Kerry N. “An Historical Analysis of the Development of National Board Certification Stipends in Virginia.” 2011. Doctoral Dissertation, Virginia Tech. Accessed February 22, 2019.
http://hdl.handle.net/10919/26633.
MLA Handbook (7th Edition):
Alday, Kerry N. “An Historical Analysis of the Development of National Board Certification Stipends in Virginia.” 2011. Web. 22 Feb 2019.
Vancouver:
Alday KN. An Historical Analysis of the Development of National Board Certification Stipends in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Feb 22].
Available from: http://hdl.handle.net/10919/26633.
Council of Science Editors:
Alday KN. An Historical Analysis of the Development of National Board Certification Stipends in Virginia. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26633
◁ [1] [2] [3] [4] [5] [6] [7] ▶
. 
Open Access Theses and Dissertations
