publisher:("Drake U")

1. Peters, Randal E. Case Studies of Three Schools Exemplifying Wellness and Lifetime Fitness Models .

Degree: 2008, Drake U

URL: http://hdl.handle.net/2092/930

► Problem. Despite awareness and advocacy for benefits of wellness practices, sedentary lifestyles and worsening nutritional practices are contributing to early signs of heart disease, diabetes,… (more)

▼ Problem. Despite awareness and advocacy for benefits of wellness practices, sedentary lifestyles and worsening nutritional practices are contributing to early signs of heart disease, diabetes, and an epidemic of obesity in school-aged children. Meanwhile, physical education, historically one of the most readily available outlets for physical activity, has been marginalized in the wake of legislation mandating accountability for higher achievement in core academic areas. There is a dearth of information in the literature about innovative alternatives to the traditional physical education model. Procedures. This qualitative case study examines purposefully chosen, exemplary school wellness models in an elementary, middle, and high school setting. The central research question explored which practices were being implemented in exemplary settings to meet the wellness needs of students and staff. The initial phase of research was guided by subquestions focused on environment, program origins, best practices, and evidence of success, while analytical and interpretive questions were applied to determine common themes and challenges faced by each site. Instrumentation for gathering data included a total of 32 on-site interviews with school administrators, teachers, and community members, as well as direct program observation and analysis of over 50 documents pertaining to the three sites. Data from multiple sources were taped, transcribed, coded, and analyzed for patterns and themes. Findings. Ten common themes emerged. They included: markedly similar environments, emphasis on choice-based, individualized lifetime fitness activities, and a dedication to development of the whole individual. Additionally, program growth was accelerated by extensive and creative use of school and community partnerships, as well as prioritization of instructional technology and a culture of accountability driven by research and data. These practices are linked to evidence of success at each site, including improved student health indicators and fewer incidents of truancy and other negative behaviors. Finally, schools involved in the study have shown improved academic achievement, which is consistent with emerging research showing that fitness enhances learning capacity. However, the sites share concerns about sustainability related to continuity of leadership, resource costs, systemic programming, and longitudinal evidence of success. Conclusions. Responsibility for the ongoing decline in the health of our young people must be shared by education, government, healthcare, and business institutions, as well as parents and families. By synthesizing the collective best practices of the three cases, a comprehensive model of sustainable wellness was developed to inform practice, ensure accountability, and provide a template for further research in this area.

Subjects/Keywords: Health promotion – Schools – Case studies; Physical fitness for youth – Case studies; Physical fitness for children – Case studies

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APA (6^th Edition):

Peters, R. E. (2008). Case Studies of Three Schools Exemplifying Wellness and Lifetime Fitness Models . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Peters, Randal E. “Case Studies of Three Schools Exemplifying Wellness and Lifetime Fitness Models .” 2008. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Peters, Randal E. “Case Studies of Three Schools Exemplifying Wellness and Lifetime Fitness Models .” 2008. Web. 24 Jan 2019.

Vancouver:

Peters RE. Case Studies of Three Schools Exemplifying Wellness and Lifetime Fitness Models . [Internet] [Thesis]. Drake U; 2008. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peters RE. Case Studies of Three Schools Exemplifying Wellness and Lifetime Fitness Models . [Thesis]. Drake U; 2008. Available from: http://hdl.handle.net/2092/930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Nosco, Mary Lou. The Last WACs : A Case Study Of Women In Leadership Focusing On Women In The Last Direct Commissioning Class Of The Women's Army Corps .

Degree: 2009, Drake U

URL: http://hdl.handle.net/2092/971

► This study gave voice to an untold story, the story of how the glass ceiling affected a unique population – women Army officers. The women… (more)

Subjects/Keywords: United States – Army – Women's Army Corps – Leadership; Women soldiers – United States – Leadership; Glass ceiling (Employment discrimination)

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APA (6^th Edition):

Nosco, M. L. (2009). The Last WACs : A Case Study Of Women In Leadership Focusing On Women In The Last Direct Commissioning Class Of The Women's Army Corps . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nosco, Mary Lou. “The Last WACs : A Case Study Of Women In Leadership Focusing On Women In The Last Direct Commissioning Class Of The Women's Army Corps .” 2009. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nosco, Mary Lou. “The Last WACs : A Case Study Of Women In Leadership Focusing On Women In The Last Direct Commissioning Class Of The Women's Army Corps .” 2009. Web. 24 Jan 2019.

Vancouver:

Nosco ML. The Last WACs : A Case Study Of Women In Leadership Focusing On Women In The Last Direct Commissioning Class Of The Women's Army Corps . [Internet] [Thesis]. Drake U; 2009. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nosco ML. The Last WACs : A Case Study Of Women In Leadership Focusing On Women In The Last Direct Commissioning Class Of The Women's Army Corps . [Thesis]. Drake U; 2009. Available from: http://hdl.handle.net/2092/971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Anderson, Christopher L. School District Reorganization in Iowa: Considerations for Administrators, School Boards, and Communities .

Degree: 2009, Drake U

URL: http://hdl.handle.net/2092/1195

► The problem. To consider reorganization of two or more Iowa school districts in light of declining enrollment, dwindling financial resources, the end of the state… (more)

▼ The problem. To consider reorganization of two or more Iowa school districts in light of declining enrollment, dwindling financial resources, the end of the state budget guarantee program and pressure to provide the most rigorous and relevant education possible to Iowa's students. Specifically, the problem is to determine what two or more school districts should do to facilitate the merging of their respective districts, once the decision to consolidate has been made. Procedures. Qualitative methodology was employed using semistructured interviews to gather information from nine superintendents and twelve school board members involved in six successful reorganizations. Interview candidates were selected using a table of random numbers. Flexibility was built into the interviews in order to permit subjects to expand their answers to open ended questions. Through interviews and document reviews the researcher determined activities school districts should undertake to ensure successful reorganization. Findings. Respondents reported reorganization was prompted by declining enrollment, state incentives, financial pressures, and the desire to increase opportunities for students. Respondents indicated that seeking stakeholder input, a history of sharing and cooperation between districts, strong leadership, the use of a consultant and making efforts to keep stakeholders informed regarding the process enhanced the reorganization. Lack of trust, rivalries, activities and transportation issues and concerns about identity loss led to negative feelings. Conclusions. A history of sharing and cooperation, strong leadership, and frequent communication with stakeholders appears to enhance the reorganization action, while a lack of trust coupled with fear of change is detrimental to the process. Recommendations. School districts pondering reorganization should consider enrollment trends, the financial state of their districts, the advantages to students of reorganizing, and consider program sharing before reorganization. Districts should explore state incentives to facilitate the process. Frequent stakeholder input should be solicited with plans and outcomes communicated often. Strong leadership from superintendents and boards is necessary for successful reorganization

Subjects/Keywords: School districts – Reorganization – Iowa.; School administrators – Iowa.; School boards – Iowa.

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APA (6^th Edition):

Anderson, C. L. (2009). School District Reorganization in Iowa: Considerations for Administrators, School Boards, and Communities . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson, Christopher L. “School District Reorganization in Iowa: Considerations for Administrators, School Boards, and Communities .” 2009. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson, Christopher L. “School District Reorganization in Iowa: Considerations for Administrators, School Boards, and Communities .” 2009. Web. 24 Jan 2019.

Vancouver:

Anderson CL. School District Reorganization in Iowa: Considerations for Administrators, School Boards, and Communities . [Internet] [Thesis]. Drake U; 2009. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson CL. School District Reorganization in Iowa: Considerations for Administrators, School Boards, and Communities . [Thesis]. Drake U; 2009. Available from: http://hdl.handle.net/2092/1195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Erwin, Vanessa Maria. Cultural Assimilation : Case Studies of the Experiences of Post-War G.I. Brides .

Degree: 2009, Drake U

URL: http://hdl.handle.net/2092/1096

► Problem: English women who met and married American servicemen during the postwar period of 1950s–1960s experienced understandable cultural and conceptual assimilation as G.I. brides. English… (more)

▼ Problem: English women who met and married American servicemen during the postwar period of 1950s–1960s experienced understandable cultural and conceptual assimilation as G.I. brides. English immigration, however, provided its own set of arduous cultural challenges that have been generally disregarded due to cultural similarities and common language that would appear to promote a seamless absorption into U.S. culture. British post-war brides confronted unique immigrant experiences as “silent immigrants” (Strauss & Howe, 1991) arriving in America as impressionable young women. Transitions such as to cultural change, assimilation, emotional and psychological adjustment were issues faced by these women. There is a dearth of literature exploring how these women intellectually, culturally, and emotionally adapted to cultural change in America. Procedures: The initial phase of this qualitative multicase feminist study focused on survey responses from 23 women from 10 states belonging to the Transatlantic Brides and Parents Association (TBPA), a national organization for English people living in America. From this population five women were selected to share their individual experiences through semistructured interviews. Emergent data from codification of interview verbatim transcriptions and field notes produced a holistic portrait of their unique experiences and common factors that enhanced or inhibited cultural and conceptual assimilation. Findings: These women told unique stories of personal truths about early life in England, expectations of life in America, realization of those expectations, and the degree to which skills and educational experiences advanced the assimilation process. Friendship, TBPA membership, military life, church, and work were identified as factors contributing to successful assimilation. Although the five women presented different perspectives of the assimilation process, common themes of resilience and flexibility were central to their adjustment to a new way of life and acculturation. Conclusions: The women showed remarkable openness to new experiences in the assimilation process. They embraced citizenship, pursued further education, and were generally absorbed into the mainstream American population, although some reported ethnic pluralism continues to exist. Recommendations: Further research with existing 1,931 members of the TBPA organization should be conducted to corroborate findings of this study. A longitudinal study may show the extent to which cultural pluralism continues to exist in subsequent generations of British families.

Subjects/Keywords: War brides – Cultural assimilation – Case studies; War brides – Personal narratives

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APA (6^th Edition):

Erwin, V. M. (2009). Cultural Assimilation : Case Studies of the Experiences of Post-War G.I. Brides . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Erwin, Vanessa Maria. “Cultural Assimilation : Case Studies of the Experiences of Post-War G.I. Brides .” 2009. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Erwin, Vanessa Maria. “Cultural Assimilation : Case Studies of the Experiences of Post-War G.I. Brides .” 2009. Web. 24 Jan 2019.

Vancouver:

Erwin VM. Cultural Assimilation : Case Studies of the Experiences of Post-War G.I. Brides . [Internet] [Thesis]. Drake U; 2009. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erwin VM. Cultural Assimilation : Case Studies of the Experiences of Post-War G.I. Brides . [Thesis]. Drake U; 2009. Available from: http://hdl.handle.net/2092/1096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Bao, Liangmei. Faculty Development and Campus Internationalization: A Case Study .

Degree: 2009, Drake U

URL: http://hdl.handle.net/2092/1110

► Few studies have measured the impact of a short-term faculty overseas teaching experience on the internationalization of their home campus, through teaching, research, and service.… (more)

Subjects/Keywords: Globalization – Education (Higher) – Case studies; Universities and colleges – Faculty – Development – Case studies

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APA (6^th Edition):

Bao, L. (2009). Faculty Development and Campus Internationalization: A Case Study . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bao, Liangmei. “Faculty Development and Campus Internationalization: A Case Study .” 2009. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bao, Liangmei. “Faculty Development and Campus Internationalization: A Case Study .” 2009. Web. 24 Jan 2019.

Vancouver:

Bao L. Faculty Development and Campus Internationalization: A Case Study . [Internet] [Thesis]. Drake U; 2009. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bao L. Faculty Development and Campus Internationalization: A Case Study . [Thesis]. Drake U; 2009. Available from: http://hdl.handle.net/2092/1110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Davis, Kimberly Lee. Restorative Justice Experiences of Juvenile Female Offenders : School, Community, and Home .

Degree: 2009, Drake U

URL: http://hdl.handle.net/2092/1109

► Problem: The number of delinquent female youth across the country is on the rise (U.S. Department of Justice, 2007). These young women present unique challenges… (more)

▼ Problem: The number of delinquent female youth across the country is on the rise (U.S. Department of Justice, 2007). These young women present unique challenges for their schools, communities, and homes. A Midwest suburb created a diversion program, a Youth Justice Initiative, to address the entire family system of the youth who were committing crimes in their city. There was a dearth of research surrounding the experiences of the young women and the implications for educational programming, specific interventions, and community connections to the school setting. Procedures: The primary purpose of this study was to explore the experiences of the female participants from 2006-2008 and to apply those findings to my school setting. Letters were sent to all 23 past participants to inform them of my study. Six young women agreed to be interviewed, two parent focus groups were held with nine parent participants, and six additional adult interviews were completed with people who were affiliated with the program in different ways. All tapes were transcribed by a business college student. Each of the 14 interviews was coded and separated into three different documents: girls, focus groups, and other adults. Next, the three subsets were combined into one document. After the second round of coding and member checking, six descriptive themes emerged. Findings: The six findings indicated theft was the main offense of the females. Second, these young women committed delinquent acts, but experienced cognitive dissonance about their behavior. Next, negative peers, negative boyfriends, and fathers had powerful influence on the young women in the program. Fourth, trusting relationships and the presence of social capital were at the heart of the success rate of the restorative programming. Fifth, the circle process and the utilization of a monitor were the most impactful interventions for positive change. Last, shame was lessened and was re-integrative in nature. Conclusions: The program is shown to be effective for these young women, and their families. The Youth Justice Initiative program prevents many young women from being adjudicated. This research study reinforced the necessity of the school to partner with the families, outside agencies, and the community to support young people. Recommendations: There were many program recommendations and ways the school could replicate the effective parts of this program to better serve delinquent females. The referral process itself should be reevaluated. It would benefit the community to examine the services that are provided and to make sure they are utilized by those who are most in need.

Subjects/Keywords: Restorative justice; Female offenders – Personal narratives – Evaluation

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

APA (6^th Edition):

Davis, K. L. (2009). Restorative Justice Experiences of Juvenile Female Offenders : School, Community, and Home . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Davis, Kimberly Lee. “Restorative Justice Experiences of Juvenile Female Offenders : School, Community, and Home .” 2009. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Davis, Kimberly Lee. “Restorative Justice Experiences of Juvenile Female Offenders : School, Community, and Home .” 2009. Web. 24 Jan 2019.

Vancouver:

Davis KL. Restorative Justice Experiences of Juvenile Female Offenders : School, Community, and Home . [Internet] [Thesis]. Drake U; 2009. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis KL. Restorative Justice Experiences of Juvenile Female Offenders : School, Community, and Home . [Thesis]. Drake U; 2009. Available from: http://hdl.handle.net/2092/1109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Hawkins, Jeffrey P. The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students .

Degree: 2010, Drake U

URL: http://hdl.handle.net/2092/1447

► The problem: Research has repeatedly noted the inclusion of nonacademic factors complicate the ability to interpret grades since these factors may directly conflict with each… (more)

Subjects/Keywords: Grading and marking (Students) – Education (Secondary); High school teachers – Philosophy

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APA (6^th Edition):

Hawkins, J. P. (2010). The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hawkins, Jeffrey P. “The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students .” 2010. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hawkins, Jeffrey P. “The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students .” 2010. Web. 24 Jan 2019.

Vancouver:

Hawkins JP. The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students . [Internet] [Thesis]. Drake U; 2010. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hawkins JP. The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students . [Thesis]. Drake U; 2010. Available from: http://hdl.handle.net/2092/1447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Farris-Vermeer, Heather K. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .

Degree: 2010, Drake U

URL: http://hdl.handle.net/2092/1641

► The focus of this study is to examine the social and academic experiences of low-income girls in an urban middle school, and to understand, from… (more)

Subjects/Keywords: Junior high school girls – Social aspects; Education, Urban; Low-income students – Education (Middle school) – Interviews

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APA (6^th Edition):

Farris-Vermeer, H. K. (2010). The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .” 2010. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .” 2010. Web. 24 Jan 2019.

Vancouver:

Farris-Vermeer HK. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . [Internet] [Thesis]. Drake U; 2010. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1641.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farris-Vermeer HK. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls . [Thesis]. Drake U; 2010. Available from: http://hdl.handle.net/2092/1641

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Janson, Richard Harlan. Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1592

► A four-frame analysis of NCLB was conducted. The first frame involved constitutional federalism as defined by the Guarantee Clause of the Constitution, the Tenth Amendment… (more)

▼ A four-frame analysis of NCLB was conducted. The first frame involved constitutional federalism as defined by the Guarantee Clause of the Constitution, the Tenth Amendment and its intersection with the Spending Clause, the Fourteenth Amendment, and the Eleventh Amendment. The historical context of each constitutional component was examined and presented in the belief that text without context fails to provide full understanding. 135 court cases, primarily Supreme Court cases, were examined using legal analysis procedures. Peter Senge’s systems thinking formed the second frame, while the third frame centered on Ronald Heifetz’s concept of the adaptive work required to close the gap between the vision (no child left behind) and the reality (achievement gaps). The fourth frame, federalism as a public policy approach, emerged from writings by Alexander Hamilton, James Madison, Justice Felix Frankfurter, and Akhil Reed Amar as well as opinions by Justices Brandeis and O’Connor. Federalism as a public policy views the federal and state governments as equal partners wherein states serve as laboratories engaged in experimentation to find solutions to complex problems. Comparative analysis and rational argument were used for the last three analytical frames. Historical research and analytical study broke new ground regarding: the thread of America’s answer to Aristotle’s question regarding a government based on the rule of law or of individuals; Madison’s activities as reflecting both possible answers to Aristotle’s question; the intertwining of treaty rights, the status of tribal governments, and citizenship rights for tribal citizens; and the substitution of argumentative tricks for sound analysis in recent Tenth and Eleventh Amendment jurisprudence. The following findings were reached: 1) NCLB possibly violates one or more of the conditional spending tests articulated in Dole v. South Dakota; 2) NCLB does not take a systems approach to the system of children’s well-being in America; 3) NCLB treats a symptom (achievement gaps) and ignores the primary cause of those achievement gaps (poverty); 4) by treating a symptom as a cause, NCLB ignores the adaptive work needed to close the gap between NCLB’s vision and the reality of achievement gaps primarily caused by inequitable distribution of incomes and poverty in America; 5) poverty exerts a primary force upon education that is negative, that acts as a fundamental factor impacting the system of children’s well-being, and that inhibits a child’s ability to fully benefit from education; 6) NCLB does not utilize a public policy approach based upon federalism; and 7) until the system of children’s well-being is addressed, achievement gaps will persist. It is recommended that the amicus curiae brief submitted by the National Council of State Legislatures in Dole be used as a model for a constitutional challenge to NCLB. Since NCLB is an exercise in congressional conditional spending, it needs to be challenged on those grounds. Finally, constitutional…

Subjects/Keywords: United States. No Child Left Behind Act of 2001; Federal government

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APA (6^th Edition):

Janson, R. H. (2011). Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Janson, Richard Harlan. “Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Janson, Richard Harlan. “Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .” 2011. Web. 24 Jan 2019.

Vancouver:

Janson RH. Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1592.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Janson RH. Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1592

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Schon, Dana A. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1593

► Research in the field of professional development, though growing, is void of studies exploring the implementation of models of professional development, particularly in districts with… (more)

▼ Research in the field of professional development, though growing, is void of studies exploring the implementation of models of professional development, particularly in districts with high achievement. This inquiry was designed to examine the perception of elementary teachers of their implementation of the Iowa Professional Development Model in a high achieving Iowa school district and to explore operational variability regarding the implementation of the model. Naturalistic inquiry (Lincoln & Guba, 1985) provided the theoretical framework for this study. Data were collected through multiple sources: an online survey that provided not only demographic data but also self-reported implementation data; district documents, including the comprehensive school improvement plan and the building goal documents; and focus group interviews. In naturalistic inquiry data collection and analysis occur simultaneously. To facilitate analysis, survey data were organized into cross-tabulations; and the text responses to the open-ended survey question were processed via a Concordance© program, entered into data tables, and coded according to emergent themes using the naturalistic approach to the constant comparison method. Focus group interview transcriptions were processed and analyzed using the same approach. Findings suggest teachers had an abstract, general understanding of the Iowa Professional Development Model, but that they would welcome the opportunity to deepen their understanding. Teachers reported engaging to the greatest extent in the professional development components of collaboration, reflection, and analysis of student achievement; but they reported engaging least in peer observation and coaching. Overwhelmingly, teachers viewed professional development as focused on their learning and identified time as a critical resource. Teachers acknowledged the importance of both building and district leadership to systematize their work in school improvement. Although teachers engaged in the components of professional development, their participation and response varied. Teachers felt the pressure of competing interests and limited time and opportunity to address them. District leaders should consider communicating and explaining the Iowa Professional Development Model with the intended outcome of a full implementation at both the district-wide and school levels. In addition, leaders should consider periodic audits of time to increase awareness as to how teachers and leaders are spending their time.

Subjects/Keywords: Elementary school teachers – Iowa – Study and teaching; Career development – Education, Elementary – Study and Teaching – Iowa

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APA (6^th Edition):

Schon, D. A. (2011). Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1593

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1593.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .” 2011. Web. 24 Jan 2019.

Vancouver:

Schon DA. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1593.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schon DA. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1593

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Eidahl, Davis L. A Summer Reading Program And Its Impact On Summer Reading Loss .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1611

► The Problem: This study was designed to evaluate a summer reading program to determine if it had impact on preventing summer reading loss for students… (more)

▼ The Problem: This study was designed to evaluate a summer reading program to determine if it had impact on preventing summer reading loss for students entering second grade. Procedure: The methodological approach for this proposed study was a descriptive study using Basic Reading Inventory (BRI) test score data and percentages to compare spring and fall test results. Results from the fall BRI testing for reading fluency rate, accuracy, and comprehension were measured for those students who attended the 2009 and 2010 summer school sessions and for those students who did not attend. In addition, fluency rate, accuracy, and comprehension for gender, ethnicity, and economic status were examined. At the conclusion of first grade, all students attending a Title I elementary school in the Ottumwa School District took the spring BRI for first grade. This data provided the baseline data for the study. The same group of students took the spring BRI for first grade when they entered second grade in September for comparison. Four hundred twenty-eight students were tested during the two year study identifying 280 as eligible. There were 124 eligible students who participated in summer school and 156 eligible students who did not participate in summer school. Findings: The results of the study support the district summer school initiative and belief that by shortening the summer break and providing skilled reading instruction, summer reading regression can be minimized. The percent of participating students who increased or maintained fluency rate, accuracy, and comprehension ranged from 70%-77% compared to 46%-67% for non-participating students. The data analysis of all participating students showed minimal differences of success in maintaining or increasing reading skills between gender, ethnicity, or socioeconomic status. However, the study did find discrepancy in maintaining or increasing fluency rate success between Caucasian and non-Caucasian students, following the summer reading intervention. Eighty percent of Caucasian students maintained or increased fluency rates as compared to 59% of non-Caucasian students.

Subjects/Keywords: Literacy programs – Education (Elementary); Education, Elementary – Reading; Summer reading programs – Education (Elementary)

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APA (6^th Edition):

Eidahl, D. L. (2011). A Summer Reading Program And Its Impact On Summer Reading Loss . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Eidahl, Davis L. “A Summer Reading Program And Its Impact On Summer Reading Loss .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Eidahl, Davis L. “A Summer Reading Program And Its Impact On Summer Reading Loss .” 2011. Web. 24 Jan 2019.

Vancouver:

Eidahl DL. A Summer Reading Program And Its Impact On Summer Reading Loss . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eidahl DL. A Summer Reading Program And Its Impact On Summer Reading Loss . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Adams, Matthew J. A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1616

► The Problem: This study was designed to analyze the evaluation criteria of the instruments used to evaluate superintendents, the job descriptions for those superintendents, and… (more)

▼ The Problem: This study was designed to analyze the evaluation criteria of the instruments used to evaluate superintendents, the job descriptions for those superintendents, and the goals written as part of their Individual Administrator Professional Development Plans (IAPDPs) to determine whether superintendents are being held accountable for serving as instructional leaders. Procedure: The job descriptions, evaluation instruments, and goals contained in IAPDPs provided by superintendents were coded using content analysis to identify those that describe instructional leadership as part of Standard 2 of the Iowa Standards for School Leaders (ISSL). The criteria were disaggregated and further sorted by district size. An analysis was conducted from the sampling units representing 20 of the 86 eligible superintendents in certain school districts with large high school enrollments, indicated by their membership in Class 3A or 4A for football during the 2009–2010 school year. Of the 20 randomly selected superintendents, 18 provided the three documents to be analyzed. A total of 52 sampling units were analyzed as part of this study. Findings: There was little congruence between the job descriptions and the criteria associated with instructional leadership in Standard 2. Only 17% of the 518 recording units were coded as Standard 2 in the ISSL. Additionally, there was little congruence between the goals written in IAPDP and the criteria in Standard 2 of the ISSL. Of the 87 recording units, only 25% were coded as Standard 2 in the ISSL. The size of the school district made little difference related to Standard 2 criteria in the sampling units. Of the 18 districts reporting, 15 (83%) have implemented the ISSL standards as part of their evaluation criteria. There were nearly twice as many recording units (29%) from the evaluation instruments coded to Standard 2 than there were in the job descriptions (17%), so it was determined that the instruments were not congruent with one another.

Subjects/Keywords: School administrators – Iowa – Rating of; School superintendents – Iowa – Job descriptions; School superintendents – Iowa – Evaluation

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

APA (6^th Edition):

Adams, M. J. (2011). A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1616

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Adams, Matthew J. “A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1616.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Adams, Matthew J. “A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders .” 2011. Web. 24 Jan 2019.

Vancouver:

Adams MJ. A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1616.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams MJ. A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1616

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Carenza, Gregory S. A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1617

► Problem: Today’s educational leaders face a growing barrage of challenges that threaten to detract from their ability to sustain resonant leadership over time. Leaders who… (more)

▼ Problem: Today’s educational leaders face a growing barrage of challenges that threaten to detract from their ability to sustain resonant leadership over time. Leaders who ignore the signs and signals around them not only debilitate themselves as leaders but their organizations as well. These leaders simply are not getting enough, accurate, or timely information that helps them to sustain successful leadership over time. Procedures: In the rich tradition of qualitative research, this phenomenological study explored the phenomenon of mindful as it relates to curriculum directors. The grand tour question is “How is the phenomenon of mindfulness manifested in the work of curriculum directors?” The curriculum directors were selected using purposive sampling. A semi-structured interview, conducted with seven curriculum directors, explored various questions about mindfulness in their personal and professional lives. Upon the conclusion of the interviews, participants were asked to describe their understanding of mindfulness through the use of a journal response. Data analysis was conducted through the use of open, axial, and selective coding and was used to identify key themes. Verification of data included member checks, triangulation, rich, thick descriptions, and a reflexive journal. The findings were written up in a phenomenological structure to provide a narrative description of the experience. Findings: This study revealed eight mindful practices utilized among curriculum directors that help to sustain their success in their position. Those practices involve the use of feedback for learning and leading others, reflection for personal and professional growth, collaboration to build trusting relationships and the development of relationships through collegial support. In addition, mindful curriculum directors used planning and preparation to achieve success developed an awareness of themselves and others, saw dialogue and discussion as opportunities for growth, and saw purpose in their work. Conclusions: While reflection can seem unnatural and unrewarding, those who persevere acknowledge the power in the process itself. Leaders who seek the thoughts and insights of others set themselves up to lead confidently with the greatest amount of understanding. Recommendations: Educational leaders at all levels, especially curriculum directors, should engage in regular practice of mindful habits to develop their skills. They should be purposeful to set aside time with specific opportunities for reflection and renewal, and discover ways that the findings can be incorporated into their work with individuals and their organizations. Most importantly, leaders should seek to work from a mindful state of awareness.

Subjects/Keywords: School administrators – Curricula – Planning; Leadership – Education – Curricula – Planning; Curriculum planning – Education – Leadership

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APA (6^th Edition):

Carenza, G. S. (2011). A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carenza, Gregory S. “A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carenza, Gregory S. “A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State .” 2011. Web. 24 Jan 2019.

Vancouver:

Carenza GS. A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1617.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carenza GS. A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1617

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Milburn, Kristine M. Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1618

► Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a… (more)

▼ Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological study (Moustakas, 1994) explored the lived experiences of 24 high school graduates who took four or more AP courses during at least one academic year. A single overarching question guided this study: How did taking four or more AP courses during an academic year impact a high school student's life? Using purposeful convenience sampling and snowball sampling (Creswell, 2007; Bogdan & Biklen, 2007), data were collected from participants through interviews, detailed field notes, written reflections, follow-up focus groups, and reflexive journaling. Data analysis involved initial coding, recoding, and pruning to derive the essences of the lived experiences. Data were verified through triangulation, thick description, field notes and observations, reflexive journaling, and member checking. Written findings reflect the phenomenological tradition of narrative description to capture participants' lived experiences. Findings: Data analysis revealed themes that capture the essence of participants' lived experiences while taking four or more AP courses: (a) motivations, (b) stress, (c) extracurricular activities, (d) sacrifices attributed to course load, (e) family, friends, and like-minded classmates, (f) coping strategies, (g) balance, and (h) successes and regrets. The participants' stories reflected the situational uniqueness of each AP student. Conclusions: Parental support, teacher support, ethnicity as well as friendships and social connections shaped participants' experiences. The power of social media also became evident as participants communicated with the researcher and each other throughout this study. High-achieving students who pursue rigorous AP coursework can benefit from the lived experiences and perceptions of former students. Recommendations: High schools should provide more resources to high-achieving students who take rigorous AP course loads. Students may benefit ongoing mental health assessments to determine stress levels and coping abilities. Schools might offer seminars and workshops for students, parents, and school personnel in the demands of AP coursework, study skills, time management strategies, stress reduction techniques, healthy habits, and local resources. Schools should also facilitate connections among AP students, both current and former. School personnel may wish to ensure the fidelity of AP curriculum in providing challenging learning experiences rather than more work.

Subjects/Keywords: High school students – United States – Curricula; Advanced placement programs (Education); Academic achievement – United States – Case studies

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APA (6^th Edition):

Milburn, K. M. (2011). Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1618

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Milburn, Kristine M. “Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1618.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Milburn, Kristine M. “Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses .” 2011. Web. 24 Jan 2019.

Vancouver:

Milburn KM. Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1618.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Milburn KM. Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1618

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Calhoun, Angela B. Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1619

► The purpose of this pre-experimental study was to determine the impact of targeted social skills instruction for 30 secondary students with Emotional/Behavior Disorders. Students participated… (more)

Subjects/Keywords: Behavior disorders in adolescence; Social skills in adolescence – Instruction and study; Chidren with social disabilities – Study and teaching; Children with mental disabilities – Study and teaching

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APA (6^th Edition):

Calhoun, A. B. (2011). Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1619

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Calhoun, Angela B. “Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1619.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Calhoun, Angela B. “Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders .” 2011. Web. 24 Jan 2019.

Vancouver:

Calhoun AB. Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1619.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Calhoun AB. Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1619

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Pattee, Andrew Robert. Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1621

► Problem: A widening experiential gap of effective use of technology in K-12 schools between “digital immigrants” and “digital natives” (Prensky, 2001) is becoming more evident… (more)

▼ Problem: A widening experiential gap of effective use of technology in K-12 schools between “digital immigrants” and “digital natives” (Prensky, 2001) is becoming more evident as digital natives become classroom teachers and showcase pedagogical strategies with digital technologies. There is a dearth of research on digital immigrants who effectively use of digital technology in teaching and learning in high school classrooms. Methods: Using a phenomenological (Creswell, 2007) approach to explore “lived experiences” (Van Manen, 1990) of secondary teachers who use technology effectively in their classrooms for teaching and learning. I conducted in depth semi-structured individual interviews with five digital immigrants who fit this description. Using purposive sampling (Bogdan & Biklen, 2007) participants were selected through nomination from their administrators. Data collection methods included verbatim transcriptions following each interview, sample lesson plans from each teacher, field notes, my reflexive journal, and member checks for data triangulation. Using open coding and recoding strategies (Strauss & Corbin, 1998) major themes and commonalities emerged from the data. The process of member checking and data triangulation ensured that participants’ voice, experiences, and viewpoints were rich descriptions of their technology experiences. Findings: The participants’ stories revealed four key themes that captured the essence of their effective technology experiences: (a) motivation for being an effective technology user, (b) identity as a life long learner, (c) learner focused pedagogy, and (d) effective mentorships. Conclusions: Participants focused on effective pedagogy as essential to student learning with technology as vehicle for instruction, not a stand-alone tool. They exhibited intrinsic motivation and enthusiasm for continuous learning. Recommendations: Teachers may benefit from district level professional development opportunities to collaborate and showcase effective classroom technologies, particularly in rural areas. Districts should increase administrative support for teacher use and exploration of digital technologies in order to pique curiosity, build skills, and increase motivation.

Subjects/Keywords: High school teachers – Technological innovations; High school teachers – Education – Digitization; Education, Secondary – Digital techniques

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APA (6^th Edition):

Pattee, A. R. (2011). Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pattee, Andrew Robert. “Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pattee, Andrew Robert. “Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools .” 2011. Web. 24 Jan 2019.

Vancouver:

Pattee AR. Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pattee AR. Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Fink, Susan Jo Breakenridge. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1623

► The purpose of this study was to explore how instructors at a mid-sized Midwest four-year undergraduate private university view the purpose, structure, format and use… (more)

Subjects/Keywords: Teaching – Education (Higher) – Outline, syllabi, etc. – Midwest; Universities and colleges – Study and teaching – Outline, syllabi, etc. – Midwest; College teachers – Outline, syllabi, etc. – Midwest; Education, Higher – Curricula – Midwest

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

APA (6^th Edition):

Fink, S. J. B. (2011). An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fink, Susan Jo Breakenridge. “An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fink, Susan Jo Breakenridge. “An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .” 2011. Web. 24 Jan 2019.

Vancouver:

Fink SJB. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fink SJB. An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Hood, Angie Palmer. The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1624

► This qualitative, phenomenographical study investigated the increasing standardization of curriculum and instruction and its affect on teacher autonomy and creativity. Surveys completed by 18 kindergarten… (more)

Subjects/Keywords: Education, Elementary – Curricula – Standardization – Iowa; Education, Elementary – Instruction and study – Standardization – Iowa; Autonomy – Teachers – Education (Elementary) – Iowa; Creative ability – Teachers – Education (Elementary) – Iowa

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APA (6^th Edition):

Hood, A. P. (2011). The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hood, Angie Palmer. “The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hood, Angie Palmer. “The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity .” 2011. Web. 24 Jan 2019.

Vancouver:

Hood AP. The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hood AP. The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Berlau, David C. Superintendent Longevity and its Relationship to Student Performance .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1632

► Researchers have recently focused attention on the impact of district level leadership on student achievement. Superintendents are at the heart of that discussion as they… (more)

Subjects/Keywords: School superintendents – Iowa – Longevity; School districts – Iowa – Administration; Students – Iowa – Performance – Analysis

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APA (6^th Edition):

Berlau, D. C. (2011). Superintendent Longevity and its Relationship to Student Performance . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Berlau, David C. “Superintendent Longevity and its Relationship to Student Performance .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Berlau, David C. “Superintendent Longevity and its Relationship to Student Performance .” 2011. Web. 24 Jan 2019.

Vancouver:

Berlau DC. Superintendent Longevity and its Relationship to Student Performance . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1632.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berlau DC. Superintendent Longevity and its Relationship to Student Performance . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1632

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Updegraff, Sarah G. Teacher Attitudes Regarding Interactions With 8th Grade Students .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1635

► The Problem: Classroom management and success of students is difficult to maintain if teachers do not know their students and build and maintain appropriate relationships… (more)

▼ The Problem: Classroom management and success of students is difficult to maintain if teachers do not know their students and build and maintain appropriate relationships in the classroom. Very little discussion is to be found on the importance of relationships with students in the classroom and the skills teachers use to foster these relationships. Teachers also spend very little time reflecting upon these relationships and talking with other teachers about the needs of their students. Procedures: In the following study the behavior referrals of students from their 7th grade year are used to fuel discussion with teachers and administrators about how they interact with students and what, if any, reflection they do regarding their students outside their academic needs. Eight 8th grade teachers and two middle school administrators from the same urban Midwestern middle school were interviewed to determine what strategies were being used and what the needs of the staff were regarding building and maintaining relationships with students. Findings: Although many strategies emerged throughout the interviews teachers and administrators showed a genuine concern for the well being of their students and teachers, there was little time prioritized for staff dialogue and professional development regarding building and maintaining relationships with students. It was discovered that some form of relationship with each students was important and that families and communication play a role in those relationships. Conclusions: Teachers and administrators saw the need to get to know students on a personal level and held the strategies to do so in high regard. There is little time, however, to facilitate discussions during planning time or professional development time because of the focus on other academic goals of the building. Each teacher in the sample did show that they used time in class to get to know students and were concerned about the well-being of their students. Recommendations: Teachers should be allowed professional development time to talk about students and how to build and maintain relationships with them. They felt as though they needed to focus on academic goals during class time, but also saw a benefit in time for reflection and discussion of their students’ needs. Staff development needs to include time for those discussions and the sharing of skills and information to become more cognizant of students and their lives.

Subjects/Keywords: Middle school teachers – Midwest – Attitudes; Middle school students – Midwest; Interaction analysis in education; Teacher-student relationships

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APA (6^th Edition):

Updegraff, S. G. (2011). Teacher Attitudes Regarding Interactions With 8th Grade Students . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1635

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Updegraff, Sarah G. “Teacher Attitudes Regarding Interactions With 8th Grade Students .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1635.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Updegraff, Sarah G. “Teacher Attitudes Regarding Interactions With 8th Grade Students .” 2011. Web. 24 Jan 2019.

Vancouver:

Updegraff SG. Teacher Attitudes Regarding Interactions With 8th Grade Students . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1635.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Updegraff SG. Teacher Attitudes Regarding Interactions With 8th Grade Students . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1635

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Corey, Robert C. Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content .

Degree: 2012, Drake U

URL: http://hdl.handle.net/2092/1636

► In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a… (more)

Subjects/Keywords: College teachers – Effect of technological innovations on – Study and teaching; Education, Higher – Effect of technological innovations on – Study and teaching; Digital communications – Education (Higher) – Study and teaching

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APA (6^th Edition):

Corey, R. C. (2012). Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1636

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Corey, Robert C. “Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content .” 2012. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1636.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Corey, Robert C. “Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content .” 2012. Web. 24 Jan 2019.

Vancouver:

Corey RC. Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content . [Internet] [Thesis]. Drake U; 2012. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1636.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Corey RC. Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content . [Thesis]. Drake U; 2012. Available from: http://hdl.handle.net/2092/1636

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Hill, Larry D. Attributes of Successful School Improvement Teams: Participants' Perspective .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1637

► The Problem: In light of the current political and economic pressure being placed on school districts, it is imperative for school leaders to implement initiatives… (more)

Subjects/Keywords: School improvement programs – Analysis; Teams in the workplace – Behavior – Evaluation; School districts – Iowa

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APA (6^th Edition):

Hill, L. D. (2011). Attributes of Successful School Improvement Teams: Participants' Perspective . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hill, Larry D. “Attributes of Successful School Improvement Teams: Participants' Perspective .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hill, Larry D. “Attributes of Successful School Improvement Teams: Participants' Perspective .” 2011. Web. 24 Jan 2019.

Vancouver:

Hill LD. Attributes of Successful School Improvement Teams: Participants' Perspective . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hill LD. Attributes of Successful School Improvement Teams: Participants' Perspective . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Carroll, Kevin Patrick. The Use of Outcome Measures By Licensed Marriage and Family Therapists in Iowa .

Degree: 2011, Drake U

URL: http://hdl.handle.net/2092/1695

► Problem: In recent decades there has been growing concern about the ability of mental healthcare services to demonstrate their value. The primary purpose of this… (more)

▼ Problem: In recent decades there has been growing concern about the ability of mental healthcare services to demonstrate their value. The primary purpose of this quantitative study is to advance the client-focused research paradigm for improving quality and efficiency in the provision of psychotherapy services by investigating the use of outcomes measures by Licensed Marriage and Family Therapists (LMFTs) in Iowa. Secondary purposes of the study are to collect basic demographic and practice data on LMFTs in Iowa and to examine the relationships between LMFTs' use of outcome measures and demographic and practice variables. Procedures: Paper surveys were mailed to all 174 LMFTs in the state ofIowa. Addresses were obtained from the Iowa Department of Public Health's Bureau of Professional Licensure. A self-report survey instrument, LMFT Outcomes Survey, was created for this study. An initial mailing with cover letter and survey was followed up with a reminder postcard sent two weeks later. A 52.3% response rate was achieved. Findings: Sixty-four percent of the active therapists in the sample reported utilizing 80 different outcome measures with 70% of their clients to assist in assessing client outcomes. Five percent of active therapists report continuous use of outcome measures in routine practice, with Partners for Change Outcome Management System's Outcome Rating Scale and Session Rating Scale outcome measures being utilized the most. No significant relationships were found among demographic and practice variables and LMFTs' use of outcomes measures. Future Research: While therapists are using outcome measures consistently, they are not using them with every client over the course of treatment. Future research questions could include: (a) What is occurring with the clients/cases for whom outcome measures are not utilized? and (b) more clinically focused questions, such as, How is the use of outcome measures aiding the client? Additionally, exploring therapist training received in master's degree programs or in on-going supervision settings and examining workplace requirements could yield useful information, illuminate current practice, and perhaps accelerate the adoption of a scientific-practitioner mindset with regard to measuring outcomes.

Subjects/Keywords: Marital psychotherapy – Iowa; Marriage counseling – Iowa; Family therapists – Iowa

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APA (6^th Edition):

Carroll, K. P. (2011). The Use of Outcome Measures By Licensed Marriage and Family Therapists in Iowa . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carroll, Kevin Patrick. “The Use of Outcome Measures By Licensed Marriage and Family Therapists in Iowa .” 2011. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carroll, Kevin Patrick. “The Use of Outcome Measures By Licensed Marriage and Family Therapists in Iowa .” 2011. Web. 24 Jan 2019.

Vancouver:

Carroll KP. The Use of Outcome Measures By Licensed Marriage and Family Therapists in Iowa . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carroll KP. The Use of Outcome Measures By Licensed Marriage and Family Therapists in Iowa . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Maher, Rebecca C. Secondary School Experiences of Male Recovering Substance Abusers .

Degree: 2012, Drake U

URL: http://hdl.handle.net/2092/1712

► ; Problem: Adolescents who begin abusing substances, including alcohol, prescription drugs, and illegal drugs often fail in school suffering life-altering consequences (Cox, Zhang, Johnson, &… (more)

▼ ; Problem: Adolescents who begin abusing substances, including alcohol, prescription drugs, and illegal drugs often fail in school suffering life-altering consequences (Cox, Zhang, Johnson, & Bender, 2007). While plentiful research exists on substance abuse, there is a dearth of research on the school experiences of recovering substance abusers. There is a lack of awareness of ways for families, schools, and agencies to recognize potential roadblocks to guide every student toward a successful learning environment. Methods: Using a phenomenological approach (Creswell, 2007) the lived experiences (Van Manen, 1990) of recovering substance abusers’ secondary school experiences were explored. Using semi-structured interviews (Kvale, 1996), six adult males were interviewed 3 times (Seidman, 2006). Data collection consisted of verbatim transcriptions, my reflexive journaling and field notes, and member checks during and after the interview process. Open coding strategies (Strauss & Corbin, 1998) were used to determine emerging themes and commonalities. Findings: Participants’ accounts revealed seven key themes of their secondary school experiences. 1. Importance of parental, sibling, and child relationships on child wellbeing. 2. Impact of parental practices on development of the child academically and emotionally. 3. Importance of peer influence and peer relationships on student behavior. 4. Human need for connectedness and purpose. 5. Relationship between participation in extra-curricular activities and school success. 6. Link between student-school relationships, school success, and avoidance of substance abuse. 7. Initiation and progression of substance abuse. Conclusions: Participants experienced a lack of a sense of belonging in different phases of their lives, and within the different groups to which they belonged. Consequently, participants sought acceptance through negative peers groups and substance use, progressing to increasingly selfdestructive behaviors. They favored small school environments. The onset of substance abuse paralleled secondary school years resulting in academic decline, and failure to complete high school or post secondary education. Recommendations: Teachers may benefit from professional development on the emotional needs of all students using district resources to support programs at the elementary, middle school, and high school. Districts should collaborate and pool resources to provide services such as alternative programs. Importantly, individuals and families must have knowledge of and access to support available through programs that assist with family and parenting dysfunction, development of coping mechanisms, and early identification and treatment for substance abuse.

Subjects/Keywords: High school students – Substance use; Substance abuse – Students – Education (Secondary)

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

APA (6^th Edition):

Maher, R. C. (2012). Secondary School Experiences of Male Recovering Substance Abusers . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1712

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Maher, Rebecca C. “Secondary School Experiences of Male Recovering Substance Abusers .” 2012. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1712.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Maher, Rebecca C. “Secondary School Experiences of Male Recovering Substance Abusers .” 2012. Web. 24 Jan 2019.

Vancouver:

Maher RC. Secondary School Experiences of Male Recovering Substance Abusers . [Internet] [Thesis]. Drake U; 2012. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1712.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maher RC. Secondary School Experiences of Male Recovering Substance Abusers . [Thesis]. Drake U; 2012. Available from: http://hdl.handle.net/2092/1712

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Beck-Cross, Cathy. Individual, Family, School, And Community Predictors Of High School Male Suicidal Behaviors: An Analysis Of 2010 Iowa Youth Survey Data .

Degree: 2012, Drake U

URL: http://hdl.handle.net/2092/1863

► Youth suicide is a public health issue and the second leading cause of death for young Iowans ages 15 to 24 years, with young males… (more)

Subjects/Keywords: Teenagers – Suicidal behavior – Analysis – Iowa; High school students – Suicidal behavior – Analysis – Iowa; Youth – Suicidal behavior – Analysis – Iowa

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

APA (6^th Edition):

Beck-Cross, C. (2012). Individual, Family, School, And Community Predictors Of High School Male Suicidal Behaviors: An Analysis Of 2010 Iowa Youth Survey Data . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Beck-Cross, Cathy. “Individual, Family, School, And Community Predictors Of High School Male Suicidal Behaviors: An Analysis Of 2010 Iowa Youth Survey Data .” 2012. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Beck-Cross, Cathy. “Individual, Family, School, And Community Predictors Of High School Male Suicidal Behaviors: An Analysis Of 2010 Iowa Youth Survey Data .” 2012. Web. 24 Jan 2019.

Vancouver:

Beck-Cross C. Individual, Family, School, And Community Predictors Of High School Male Suicidal Behaviors: An Analysis Of 2010 Iowa Youth Survey Data . [Internet] [Thesis]. Drake U; 2012. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Beck-Cross C. Individual, Family, School, And Community Predictors Of High School Male Suicidal Behaviors: An Analysis Of 2010 Iowa Youth Survey Data . [Thesis]. Drake U; 2012. Available from: http://hdl.handle.net/2092/1863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Brindle, Sharon Evans. An Exploratory Study On The Assessment Of Pre-Service Teacher Dispositions By Teacher Education Programs In Iowa .

Degree: 2012, Drake U

URL: http://hdl.handle.net/2092/1889

► Problem: Within the higher education community there is discourse regarding teacher dispositions and the assessment of dispositions. Murray (2007) and Damon (2007) posited that additional… (more)

Subjects/Keywords: Educational evaluation – Iowa; Teachers – Training of – Accreditation – Iowa; National Council for Accreditation of Teacher Education

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APA (6^th Edition):

Brindle, S. E. (2012). An Exploratory Study On The Assessment Of Pre-Service Teacher Dispositions By Teacher Education Programs In Iowa . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1889

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brindle, Sharon Evans. “An Exploratory Study On The Assessment Of Pre-Service Teacher Dispositions By Teacher Education Programs In Iowa .” 2012. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1889.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brindle, Sharon Evans. “An Exploratory Study On The Assessment Of Pre-Service Teacher Dispositions By Teacher Education Programs In Iowa .” 2012. Web. 24 Jan 2019.

Vancouver:

Brindle SE. An Exploratory Study On The Assessment Of Pre-Service Teacher Dispositions By Teacher Education Programs In Iowa . [Internet] [Thesis]. Drake U; 2012. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1889.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brindle SE. An Exploratory Study On The Assessment Of Pre-Service Teacher Dispositions By Teacher Education Programs In Iowa . [Thesis]. Drake U; 2012. Available from: http://hdl.handle.net/2092/1889

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Grebert, Sheila. We Still Have A Lot To Learn: Learning Experiences Of Individuals Age 80 And Older In Care Facilities In A Midwestern State .

Degree: 2012, Drake U

URL: http://hdl.handle.net/2092/1990

► This qualitative study focused on the learning experiences of individuals, age 80 and older, in care facilities in a Midwestern state. Even with the well… (more)

Subjects/Keywords: Older people – Knowledge and learning – Analysis; Urban elderly – Education – Analysis; Rural elderly – Education – Analysis; Continuing education – Analysis

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APA (6^th Edition):

Grebert, S. (2012). We Still Have A Lot To Learn: Learning Experiences Of Individuals Age 80 And Older In Care Facilities In A Midwestern State . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grebert, Sheila. “We Still Have A Lot To Learn: Learning Experiences Of Individuals Age 80 And Older In Care Facilities In A Midwestern State .” 2012. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grebert, Sheila. “We Still Have A Lot To Learn: Learning Experiences Of Individuals Age 80 And Older In Care Facilities In A Midwestern State .” 2012. Web. 24 Jan 2019.

Vancouver:

Grebert S. We Still Have A Lot To Learn: Learning Experiences Of Individuals Age 80 And Older In Care Facilities In A Midwestern State . [Internet] [Thesis]. Drake U; 2012. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grebert S. We Still Have A Lot To Learn: Learning Experiences Of Individuals Age 80 And Older In Care Facilities In A Midwestern State . [Thesis]. Drake U; 2012. Available from: http://hdl.handle.net/2092/1990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Eighmy, Brandon M. A Study Of Connective Leadership In Five Midwestern School Districts .

Degree: 2013, Drake U

URL: http://hdl.handle.net/2092/1992

► Extending the work of Lipman-Blumen (1996) in the field of leadership, this study focused on the operationalization of connective leadership in school superintendents. The question… (more)

▼ Extending the work of Lipman-Blumen (1996) in the field of leadership, this study focused on the operationalization of connective leadership in school superintendents. The question pursued in this study concentrated on how school superintendents operationalize the achieving styles of Lipman-Blumen’s (1996) connective leadership model. This qualitative, phenomenological research centered on educational leadership in a Midwestern state. The central research question, “How are the three main achieving styles of Connective Leadership (direct, instrumental, and relational) operationalized in school superintendents?” guided my study. Data were collected from five semi-structured interviews of school superintendents in a Midwestern state. These school leaders were specifically selected through an identification process with School Administrators of Iowa. Data analysis was conducted through the process of using predetermined themes, searching for additional themes through coding; triangulation; member checking and data interpretation. This study found that connective leadership and the operationalization of the achieving styles exists in these five participants. The participants utilized each achieving style as they maneuvered through their leadership responsibilities on a daily basis. Participants accessed the achieving styles differently and some felt more comfortable in specific achieving styles than others. The participants felt that the direct achieving styles were the most difficult to access but did acknowledge their relevancy in their work as educational leaders. From local issues with teachers or community members to working with local and state leaders, the achieving styles were important for each district leader. It is the conclusion of this study that in order to achieve all of the different areas of educational leadership, adopting a leadership model and being reflective in one’s leadership is essential. Quality leadership in the field of education requires a multi-leveled leadership approach that involves all stakeholders from multiple leadership styles.

Subjects/Keywords: School districts – Midwest – Leadership; Educational leadership – Midwest

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APA (6^th Edition):

Eighmy, B. M. (2013). A Study Of Connective Leadership In Five Midwestern School Districts . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Eighmy, Brandon M. “A Study Of Connective Leadership In Five Midwestern School Districts .” 2013. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/1992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Eighmy, Brandon M. “A Study Of Connective Leadership In Five Midwestern School Districts .” 2013. Web. 24 Jan 2019.

Vancouver:

Eighmy BM. A Study Of Connective Leadership In Five Midwestern School Districts . [Internet] [Thesis]. Drake U; 2013. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/1992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eighmy BM. A Study Of Connective Leadership In Five Midwestern School Districts . [Thesis]. Drake U; 2013. Available from: http://hdl.handle.net/2092/1992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Bieschke, James G. Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey .

Degree: 2013, Drake U

URL: http://hdl.handle.net/2092/2016

► Since its inception in 1837, the school superintendency has been the focus of significant attention from the educational research community. Superintendents face a wide spectrum… (more)

Subjects/Keywords: Educational surveys – United States; Education – Parent participation – United States; Academic achievement; Interaction analysis in education; Parent-Teacher relationships – Education – United States

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

APA (6^th Edition):

Bieschke, J. G. (2013). Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/2016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bieschke, James G. “Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey .” 2013. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/2016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bieschke, James G. “Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey .” 2013. Web. 24 Jan 2019.

Vancouver:

Bieschke JG. Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey . [Internet] [Thesis]. Drake U; 2013. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/2016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bieschke JG. Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey . [Thesis]. Drake U; 2013. Available from: http://hdl.handle.net/2092/2016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Coffelt, Tanya. An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education .

Degree: 2013, Drake U

URL: http://hdl.handle.net/2092/2017

► Teacher preparatory programs need to evaluate their programs to determine if they are producing highly effective teachers. This study utilized the professional development school (PDS)… (more)

Subjects/Keywords: Teachers – Training of – Missouri – Evaluation; Teacher – In-Service training – Missouri – Analysis; School improvement programs; Effective teaching

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APA (6^th Edition):

Coffelt, T. (2013). An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/2017

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Coffelt, Tanya. “An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education .” 2013. Thesis, Drake U. Accessed January 24, 2019. http://hdl.handle.net/2092/2017.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Coffelt, Tanya. “An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education .” 2013. Web. 24 Jan 2019.

Vancouver:

Coffelt T. An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education . [Internet] [Thesis]. Drake U; 2013. [cited 2019 Jan 24]. Available from: http://hdl.handle.net/2092/2017.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coffelt T. An Empirical Study Of The Promise And Effectiveness Of Teachers From Professional Development Vs. Traditional Models Of Education . [Thesis]. Drake U; 2013. Available from: http://hdl.handle.net/2092/2017

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations