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1.
Rollins, Kristopher J.
Understanding Experiences of High School Student Spoken Word Poetry Mentors of Color in a Large Midwest Urban District
.
Degree: 2017, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2181
► Achievement, opportunity, and access gaps impacting students of color continue despite numerous studies spanning decades seeking to understand and determine solutions. Researchers’ studies focus on…
(more)
▼ Achievement, opportunity, and access gaps impacting students of color continue despite numerous studies spanning decades seeking to understand and determine solutions. Researchers’ studies focus on ways urban youth are often viewed with deficit lenses, the increase in afterschool programs directly addressing character development and academic growth, the potential power of mentors of color, and the use of Hip-Hop and expressive arts as tools for engagement and learning.
This qualitative study explores the lived experiences of teenage mentors of color working in an elementary spoken word poetry and performance after-school program in an urban Midwest district. More specifically the study investigates how the experiences of mentors of color in the program impacts their own academic achievement in school, their relationships with school teachers, their future career aspirations, and perceptions of the way the program influences mentees.
Participants provided information on their experiences responding to paper and pencil surveys, participant logs, and one-on-one interviews. Profiles of each participant are presented, covering their interest and involvement in the program, and racial demographics.
Seven major themes emerged through analysis of data, along with numerous subthemes, directly addressing the studies sub-questions and more. Larger themes included: Academic Experiences, Teacher Empathy, Career Aspirations, Perception of Program Impact on Mentees, SelfConfidence, Culture, and Race and Power. These themes were explored through participant survey responses, participant logs, and one-on-one interview excerpts.
The study concludes with a summary of findings, implications for future studies, and reflection. After consideration of the overwhelming data collected the researcher concluded participants of this study reflect feeling mostly uplifted by their experiences in the program. However, lows were associated with feelings of inferiority based upon race, age, and traditional power dynamics.
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
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to Zotero / EndNote / Reference
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APA (6th Edition):
Rollins, K. J. (2017). Understanding Experiences of High School Student Spoken Word Poetry Mentors of Color in a Large Midwest Urban District
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2181
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rollins, Kristopher J. “Understanding Experiences of High School Student Spoken Word Poetry Mentors of Color in a Large Midwest Urban District
.” 2017. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2181.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rollins, Kristopher J. “Understanding Experiences of High School Student Spoken Word Poetry Mentors of Color in a Large Midwest Urban District
.” 2017. Web. 19 Jan 2021.
Vancouver:
Rollins KJ. Understanding Experiences of High School Student Spoken Word Poetry Mentors of Color in a Large Midwest Urban District
. [Internet] [Thesis]. Drake U; 2017. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2181.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rollins KJ. Understanding Experiences of High School Student Spoken Word Poetry Mentors of Color in a Large Midwest Urban District
. [Thesis]. Drake U; 2017. Available from: https://escholarshare.drake.edu/handle/2092/2181
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
2.
Gogerty, Jessica I.
The Influence of District Support During Implementation of High School Standards Based Grading Practices
.
Degree: 2016, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2167
► The important components of district support to facilitate a fundamental change in teacher grading practices are not known. This mixed methods case study explored a…
(more)
▼ The important components of district support to facilitate a fundamental change in teacher
grading practices are not known. This mixed methods case study explored a school district’s
organizational development as standards-based grading (SBG) practices were partially mandated
in high schools. The overarching goal of this study was to understand the influence of support on
teachers’ ability to implement reform and how institutional reforms impact the relationship
between grading practices and external measures of student learning. Twelve implementing
teachers with various levels of support were interviewed and surveyed. Focus groups of leaders
and PD materials provided additional insights. Comparisons of assigned grades before and after
the initiative’s partial implementation were made and correlations between assigned grades and
state assessment scores were analyzed. There were three types of support that were most
influential to teachers feeling supported during implementation: having a collaborative team of
teachers implementing SBG together, attending district-led SBG PD, and being provided an
SBG-configured grade book. Helpful characteristics of SBG PD were purposeful grouping
strategies, content matched to readiness for change, and discourse-centric delivery. Adopting
SBG practices led to moderated grades— generally increased course GPAs for core subjects,
decreased for non-core subjects. In Algebra I and English I, grades were better aligned with state
test scores after implementation, but the reform did not improve overall student achievement.
Supports necessary to implement effective organizational reform in schools, specifically those
that require change to deeply embedded teacher practices such as grading, include a clear vision
for change, trusting relationships between and among actors and agents that are developed over
time and through collaborative discussions that recognize the emotional journey teachers must go
through to change. The working environment of teachers must also support the change.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gogerty, J. I. (2016). The Influence of District Support During Implementation of High School Standards Based Grading Practices
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2167
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gogerty, Jessica I. “The Influence of District Support During Implementation of High School Standards Based Grading Practices
.” 2016. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2167.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gogerty, Jessica I. “The Influence of District Support During Implementation of High School Standards Based Grading Practices
.” 2016. Web. 19 Jan 2021.
Vancouver:
Gogerty JI. The Influence of District Support During Implementation of High School Standards Based Grading Practices
. [Internet] [Thesis]. Drake U; 2016. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2167.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gogerty JI. The Influence of District Support During Implementation of High School Standards Based Grading Practices
. [Thesis]. Drake U; 2016. Available from: https://escholarshare.drake.edu/handle/2092/2167
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
3.
Hemphill, Amy M.
Grit and Belonging in One Rural High School: A Survey Study
.
Degree: 2018, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2171
► Despite the growing recognition of the importance of high school students’ sense of belonging in school and positive effect grit can have on individuals’ successes,…
(more)
▼ Despite the growing recognition of the importance of high school students’ sense of
belonging in school and positive effect grit can have on individuals’ successes, research is
needed to deeper explore potential relationships between students’ senses of belonging
and grit, along with a closer look at the varying types of schooling belonging in existence.
Correlations indicated moderate relationships between school membership and peer
relationships, peer relationships and teacher acceptance, school membership and teacher
acceptance, and peer relationships with grit. This study provides information about
statistical differences between students with parents of varying educational degrees and
sense of belonging, along with relationships among various types of educational belonging.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hemphill, A. M. (2018). Grit and Belonging in One Rural High School: A Survey Study
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2171
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hemphill, Amy M. “Grit and Belonging in One Rural High School: A Survey Study
.” 2018. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2171.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hemphill, Amy M. “Grit and Belonging in One Rural High School: A Survey Study
.” 2018. Web. 19 Jan 2021.
Vancouver:
Hemphill AM. Grit and Belonging in One Rural High School: A Survey Study
. [Internet] [Thesis]. Drake U; 2018. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2171.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hemphill AM. Grit and Belonging in One Rural High School: A Survey Study
. [Thesis]. Drake U; 2018. Available from: https://escholarshare.drake.edu/handle/2092/2171
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Julich, Jennifer L.
The Ratio of Face-to-Face Contact Hours in Blended Courses Effects on Course Grades and Course Completion
.
Degree: 2018, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2174
► Distance learning has changed the landscape of higher education especially with regards to community colleges which are the leaders in offering online courses (CCRC, 2013).…
(more)
▼ Distance learning has changed the landscape of higher education especially with regards
to community colleges which are the leaders in offering online courses (CCRC, 2013). In years
past the online educational platform has struggled to meet the same academic standards and
retention rates of traditional face-to-face courses. Blended courses which are believed to be the
“best of both worlds” bridge the community aspect of face-to-face courses with the online e
learning component. This study compared the three delivery methods: online, face-to-face, and
blended by examining course grades and course completion rates at a Midwestern U.S.
community college. It was hypothesized that face-to-face and blended courses would have higher
course grades and course completion rates because of interactive qualities and community
support that is lacking or absent in online learning – especially for community college students
who tend to struggle more with the barriers of online learning (Jaggars & Bailey, 2010; Ryan et
al., 2016). Unique to this study, blended courses were investigated by examining the ratio of
face-to-face contact time within the blended courses. In the same vein as holding more campus
community and interactive human connections, it was also hypothesized that courses with more
face-to-face contact time would have higher course grades and higher course completion rates.
The results of this study do not support the hypothesis. The findings show that face-to
face courses did have higher course grades and course completion rates than online courses;
however, the practical significance was negligible indicating that there was little difference
between the two delivery methods. (Blended courses were not statistically significant.) The ratio
of face-to-face contact within blended courses showed that students had higher course grades and
higher course completion rates when there was either very little face-to-face contact or a lot of
face-to-face contact with the poorest course grades and course completion rates existing when
there was an even ratio of online to face-to-face.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Julich, J. L. (2018). The Ratio of Face-to-Face Contact Hours in Blended Courses Effects on Course Grades and Course Completion
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2174
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Julich, Jennifer L. “The Ratio of Face-to-Face Contact Hours in Blended Courses Effects on Course Grades and Course Completion
.” 2018. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2174.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Julich, Jennifer L. “The Ratio of Face-to-Face Contact Hours in Blended Courses Effects on Course Grades and Course Completion
.” 2018. Web. 19 Jan 2021.
Vancouver:
Julich JL. The Ratio of Face-to-Face Contact Hours in Blended Courses Effects on Course Grades and Course Completion
. [Internet] [Thesis]. Drake U; 2018. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2174.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Julich JL. The Ratio of Face-to-Face Contact Hours in Blended Courses Effects on Course Grades and Course Completion
. [Thesis]. Drake U; 2018. Available from: https://escholarshare.drake.edu/handle/2092/2174
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
5.
Fiala, Margaret R.
A Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest State
.
Degree: 2018, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2164
► Problem: The 1996 NSF report on educational reform in STEM focused on the development of pedagogical methods used in the classroom. Reform was prompted by…
(more)
▼ Problem: The 1996 NSF report on educational reform in STEM focused on the development of pedagogical methods used in the classroom. Reform was prompted by a drastic number of undergraduate students dropping out of programs for science majors, with ineffective teaching as the primary reason for their departure (Addy, Simmons, Gardner & Albert, 2015; Bush et al., 2008). Reform efforts have focused on the implementation of pedagogical content knowledge and student-centered learning. However, many undergraduate science instructors have been resistant to change, as they do not have the pedagogical training to execute varying teaching methodologies.
Procedures: This multi-case study explored the pedagogical training and classroom practices of undergraduate Anatomy and Physiology instructors. The grand tour question was “What are the experiences of undergraduate Anatomy and Physiology instructors in their biological science content courses?” The Anatomy and Physiology instructors were selected using purposeful sampling. Six cases composed this multi-case study. An online survey, three-step semi-structured interviews and document reviews explored questions regarding pedagogical training and teaching methodologies used by Anatomy and Physiology instructors. Data analysis was conducted through the use of within-case and cross-case analysis to identify key themes. Validation of data was completed through triangulation, member checking, thick description (Geertz, 1973) and reflexive journaling. The findings were recorded in a qualitative structure to provide a narrative description of the lived experience.
Findings: Data analysis revealed six major themes and sub-themes related to the participants’ lived experiences. Those experiences involved teaching philosophy informing pedagogy, curriculum design criteria is key, components of a successful course schedule, active inquiry and collaborative learning in the classroom, methods to address student misconceptions and assessment and value of pedagogy experience and professional development. Participants’ stories were shared through the use of direct quotations.
Conclusions: Detailed findings and discussion related to the role of undergraduate Anatomy and Physiology faculty led to the following recommendations: increase pedagogical training in graduate programs, provide pedagogical professional development and support, appoint teaching partnerships for faculty and offer a support group for faculty. Further research should be directed in these areas.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Fiala, M. R. (2018). A Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest State
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2164
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Fiala, Margaret R. “A Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest State
.” 2018. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2164.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fiala, Margaret R. “A Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest State
.” 2018. Web. 19 Jan 2021.
Vancouver:
Fiala MR. A Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest State
. [Internet] [Thesis]. Drake U; 2018. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2164.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fiala MR. A Multi-Case Study of Private Institution Undergraduate Anatomy and Physiology Faculty in One Midwest State
. [Thesis]. Drake U; 2018. Available from: https://escholarshare.drake.edu/handle/2092/2164
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6.
Jones, Graham A.
A Phenomenological Study of African American Elementary Teachers
.
Degree: 2017, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2173
► Problem: In 2011-12, 82.7% of K-12 teachers were White, yet 44% of all elementary and secondary students were minority (Ingersoll, Merrill, & Stuckey, 2014). Teachers…
(more)
▼ Problem: In 2011-12, 82.7% of K-12 teachers were White, yet 44% of all elementary and secondary students were minority (Ingersoll, Merrill, & Stuckey, 2014). Teachers raised and educated in predominantly White communities typically have limited knowledge of communities of color and culture (Tatum, 2007). The minority teacher shortage, in turn, is widely viewed as a key reason for the minority achievement gap and unequal occupational and life outcomes for minority students (Torres, Santos, Peck, & Cortes, 2004). There have been extensive efforts to recruit minorities into the education profession, yet turnover rates among minority teachers have been significantly higher than among White teachers. The underrepresentation of minority teachers in the U. S. school system leads to minority students lacking minority adult role models and creates less access to teachers who understand their racial and cultural background (LadsonBillings, 1995). Research has focused primarily on white educators and their ability to work effectively with diverse populations (Irvine, 2002). Limited studies have focused on the untold stories of African American teachers in our nation’s classrooms.
Procedures: This phenomenological study (Moustakas, 1994) explored the lived experiences of six elementary African American elementary teachers in one Midwest state. A single overarching question will guide this study: How do African American teachers make meaning of their teaching experiences? Using purposeful convenience sampling and snowball sampling (Creswell, 2014; Bogdan & Biklen, 2007), data was collected from participants through interviews, detailed field notes, written reflections, and reflexive journaling. Data analysis involved initial coding, recoding, and thematic analysis to derive the core of the lived experiences. Data was verified through triangulation, thick description, field notes and observations, reflexive journaling, and member checking. Written findings reflected the phenomenological tradition of narrative description to capture participants’ lived experiences.
Findings: Data analysis revealed the lived experience of an African American elementary teacher as influenced by mentorship, relationships, cultural differences, expectations, and job retention. Thematic analysis provided a way to show how the participants constructed and made meaning of the phenomenon and by recognizing and identifying the patterns that emerged within the data (Braun & Clarke, 2006). The essence of the experience was captured through the words of each participant in regards to working with students, professional colleagues, and parents. The combination of textural and structural descriptions with the use of verbatim examples was reflected in the context in which the phenomenon was experienced (Creswell, 2013).
Conclusions: Student successes, family support, and collegial support helped shape participants’ experiences. The additional pressure of being a minority educator in a Midwest state was evident as participants clearly communicated…
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jones, G. A. (2017). A Phenomenological Study of African American Elementary Teachers
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2173
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jones, Graham A. “A Phenomenological Study of African American Elementary Teachers
.” 2017. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2173.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jones, Graham A. “A Phenomenological Study of African American Elementary Teachers
.” 2017. Web. 19 Jan 2021.
Vancouver:
Jones GA. A Phenomenological Study of African American Elementary Teachers
. [Internet] [Thesis]. Drake U; 2017. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2173.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jones GA. A Phenomenological Study of African American Elementary Teachers
. [Thesis]. Drake U; 2017. Available from: https://escholarshare.drake.edu/handle/2092/2173
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7.
Funnemark-Clapper, Mickolyn E.
A Case Study on Open Enrollment: Reimagining the Future of the Small Rural School
.
Degree: 2017, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2160
► Many small rural schools are facing a crisis of declining student populations and in the era of school choice, school districts are looking at innovative…
(more)
▼ Many small rural schools are facing a crisis of declining student populations and in the era of
school choice, school districts are looking at innovative ways to attract and retain students.
Research is limited on the qualitative experiences of people in communities who are focused on
increasing inter-district open enrollment in K-12 schools as a means of combating declining
enrollment in rural schools. The purpose of this qualitative case study was to explore the factors
that may impact parents’ decisions to open enroll their children in a school district that is not the
school district in which they live. This case study examined the experiences of parents as well as
school district and community leaders as they explored reasons people are choosing to open
enrolling into their district. The case study approach was used to gain an holistic understanding
of the phenomenon of open enrollment and the experiences of parents, school and community
leaders in a the study district who have experience with open enrollment. This study was built
upon Strange and Banning’s (2015) comprehensive environmental model on educational
environments. Twelve participants who were associated with the Baxter Community School
District and have experience with open enrollment were interviewed. Through analysis eleven
themes emerged; having one building to house all students preschool through twelfth grade is
positive, the location of the school and community are convenient, the safety of the students is
important, differentiation for the needs of students is a common practice, building relationships
and creating a sense of belonging are important, small school brings multiple opportunities to
participate, ensuring easy access to district leadership is important, organizational structure
provides for focusing on student development, the school is the heart of the community, as
demographics change the community is working on welcoming all, and recruiting and marketing
of the school and community attracts open enrollment families. Implications suggest a need for collaboration between school and community leaders to ensure this partnership remains strong.
Information gained from this study will be valuable to district leaders because district with large
numbers of students open enrolled out could use the information to address some of the areas of
concern in their own schools.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Funnemark-Clapper, M. E. (2017). A Case Study on Open Enrollment: Reimagining the Future of the Small Rural School
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2160
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Funnemark-Clapper, Mickolyn E. “A Case Study on Open Enrollment: Reimagining the Future of the Small Rural School
.” 2017. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2160.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Funnemark-Clapper, Mickolyn E. “A Case Study on Open Enrollment: Reimagining the Future of the Small Rural School
.” 2017. Web. 19 Jan 2021.
Vancouver:
Funnemark-Clapper ME. A Case Study on Open Enrollment: Reimagining the Future of the Small Rural School
. [Internet] [Thesis]. Drake U; 2017. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2160.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Funnemark-Clapper ME. A Case Study on Open Enrollment: Reimagining the Future of the Small Rural School
. [Thesis]. Drake U; 2017. Available from: https://escholarshare.drake.edu/handle/2092/2160
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8.
Hiatt, Janet E.
Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers
.
Degree: 2016, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2163
► On a national level, English Language Learners (ELLs) are growing at a faster rate than their non-ELL public school peers. To be prepared for this…
(more)
▼ On a national level, English Language Learners (ELLs) are growing at a faster rate than their
non-ELL public school peers. To be prepared for this rapidly changing demographic, will require
all educators who work with ELLs to have adequate knowledge and skills to meet the needs of
ELLs. This study aimed to identify the perceived levels of preparedness of practicing classroom
and content teachers in serving ELLs, with the purpose of making recommendations for
improving the focus of ELL professional development for practicing teachers based on reported
needs and data analyses. Using the Teaching English to Speakers of Other Languages (TESOL)
P-12 Professional Teaching Standards conceptual framework, practicing teachers’ perceived
levels of preparedness for serving ELLs were determined based on five domains and 11
corresponding standards. The study was primarily grounded in a pragmatic philosophical
worldview, or one that focused on finding solutions to the research problem related to classroom
and content teachers feeling underprepared to serve ELLs while serving increasing numbers in
their classrooms. Furthermore, the study employed a mixed methods approach with survey
research methodology. Participants were approximately 126 practicing kindergarten-twelfth (K
12) teachers from 12 rural/town, suburban, and urban districts. Quantitative findings revealed (a)
survey respondents, on average, felt underprepared to serve ELLs; (b) there was a significant
difference between participants with prior ELL training and perceived preparedness; (c)
perceived preparedness was not significantly different based on district locale; and (d) a
combination of domains could be predictive of perceived preparedness in the area of instruction.
In addition, qualitative findings further conveyed practicing teachers’ perceived preparedness to
serve ELLs. Pragmatic implications of the findings were also discussed for a more focused
approach to ELL professional development for practicing classroom and content teachers.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hiatt, J. E. (2016). Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2163
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hiatt, Janet E. “Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers
.” 2016. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2163.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hiatt, Janet E. “Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers
.” 2016. Web. 19 Jan 2021.
Vancouver:
Hiatt JE. Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers
. [Internet] [Thesis]. Drake U; 2016. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2163.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hiatt JE. Quality Teachers of English Language Learners: Exploring the Use of a Standards Framework to Improve the Focus of Professional Development for Practicing Classroom and Content Teachers
. [Thesis]. Drake U; 2016. Available from: https://escholarshare.drake.edu/handle/2092/2163
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9.
Harris, Meghan L.
The Status of Iowa Sleep-Related Infant Mortality: An Evaluation of Safe Sleep Education Delivery, Policy, and Practice in Birthing Hospitals
.
Degree: 2014, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2170
► Problem: Sleep-related infant mortality, including sudden infant death syndrome, asphyxia, and undetermined or unknown causes, is the third leading cause of death nationally and in…
(more)
▼ Problem: Sleep-related infant mortality, including sudden infant death syndrome, asphyxia, and undetermined or unknown causes, is the third leading cause of death nationally and in Iowa (Harris, 2014; Malloy & Ramirez, 2013). Evidence exists for increasing rates of bed sharing, a major risk factor for sleep-related mortality (Kemp et al., 2000). Preventive messaging is most widely and effectively delivered by health professionals at time of birth (Shaefer, Herman, Frank, Adkins, & Tehaar, 2010). The intent of this study was to provide a characterization of infant, maternal, and environmental factors contributing to sleep-related infant mortality and a comprehensive review of safe sleep education policy and practices in Iowa birthing hospitals.
Procedures: An experimental, cross-sectional study design was used to analyze infant mortality data reported by the Iowa Office of the State Medical Examiner to the Child Death Reporting system from 2004-2012. Analyses included mortality trends for sleep-related mortality parsed by Sudden Infant Death (SIDS), asphyxia, and undetermined or unknown cause, descriptive statistics for maternal and infant demographic factors, and correlations for environmental factors potentially contributing to sleep-related death. An adjacent effort with Iowa birthing hospitals involved use of a web-based survey to assess policies, parent education programs, clinical practice, and training related to safe infant sleep or SIDS. The survey was directed toward obstetric unit coordinators with content drawn from previous efforts to ascertain clinical practice. Findings: Sleep-related mortality in Iowa has been steadily increasing since 2004. Subcategorical examination of this trend revealed rises in SIDS and undetermined or unknown cases, but a stable rate of deaths due to asphyxia. These infants (n=384) were more often males (58.6%), lived an average age of 102 days, were living with multiple children at time of death, and had a young mother. An alarming 42% of infants were bed sharing at time of death, with only 43% placed on their back to sleep prior to the event. Significant racial disparities were present. Non-white infants were more likely to have died while bed sharing compared to white infants, Pearson χ2(1, n=151)=6.7, p=0.01, and non-white infants were also more likely to usually sleep someplace other than a crib, Pearson χ2(2, n=151)=5.05, p=0.025. The hospital survey (N=42) revealed that three-quarters have policies addressing SIDS or safe sleep education. Of those with policies, topics covered included sleep positioning, surface, bed sharing, and the infant’s sleep environment. Respondents indicated nearly uniform demonstration of supine sleep, though some cited fear of aspiration, as a reason supine sleep might not be used. Less than half of hospitals require clinical staff to complete safe sleep education training. Unit coordinators rated their SIDS or safe infant sleep programs an average strength of 7.66 out of 10.
Conclusions: Sleep-related mortality incidence in…
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Harris, M. L. (2014). The Status of Iowa Sleep-Related Infant Mortality: An Evaluation of Safe Sleep Education Delivery, Policy, and Practice in Birthing Hospitals
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2170
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Harris, Meghan L. “The Status of Iowa Sleep-Related Infant Mortality: An Evaluation of Safe Sleep Education Delivery, Policy, and Practice in Birthing Hospitals
.” 2014. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2170.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Harris, Meghan L. “The Status of Iowa Sleep-Related Infant Mortality: An Evaluation of Safe Sleep Education Delivery, Policy, and Practice in Birthing Hospitals
.” 2014. Web. 19 Jan 2021.
Vancouver:
Harris ML. The Status of Iowa Sleep-Related Infant Mortality: An Evaluation of Safe Sleep Education Delivery, Policy, and Practice in Birthing Hospitals
. [Internet] [Thesis]. Drake U; 2014. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2170.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Harris ML. The Status of Iowa Sleep-Related Infant Mortality: An Evaluation of Safe Sleep Education Delivery, Policy, and Practice in Birthing Hospitals
. [Thesis]. Drake U; 2014. Available from: https://escholarshare.drake.edu/handle/2092/2170
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
10.
Bauer, Jason.
Social Connectedness and Student Debt: Predicting College Retention at a Four-Year Private Liberal Arts Institution
.
Degree: 2015, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2158
► Of all the students entering a four-year institution of higher education, only 52.8% graduate within five years (Noble & Sawyer, 2013). Over the years, American…
(more)
▼ Of all the students entering a four-year institution of higher education, only 52.8% graduate
within five years (Noble & Sawyer, 2013). Over the years, American higher education has made
little progress toward improving the graduation rate and ensuring students entering college will
be successful. University leaders and policymakers have increased their academic success efforts
to improve retention and graduation rates (Bettinger & Baker, 2014). Using the theory of social
connectedness, the purpose of this quantitative study was to determine the extent to which
quality relationships with peers, faculty, and staff predict student retention and graduation at a
small, private institution located in the central United States. Hierarchical regression analyses
indicated financial debt as a statistically significant predictor of student retention. In regards to
graduation, no variables were found to be statistically significant. Seniors were significantly
more likely than freshmen to have quality relationships with peers. Females were significantly
more likely than males to develop quality relationships with staff. In this study, with financial
debt being the greatest predictor of retention, institutions could provide debt counselors to help
students navigate through any financial challenges they may encounter. Another option would be
to charge tuition as a complete package rather than paying per semester. Paying upfront could
increase the commitment level on behalf of the student and allow institutions to capture money
that is normally lost when a student leaves, allowing institutions to lower overall tuition. Further
details and additional recommendations for policy and practice are provided for students and
institutions.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bauer, J. (2015). Social Connectedness and Student Debt: Predicting College Retention at a Four-Year Private Liberal Arts Institution
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2158
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bauer, Jason. “Social Connectedness and Student Debt: Predicting College Retention at a Four-Year Private Liberal Arts Institution
.” 2015. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2158.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bauer, Jason. “Social Connectedness and Student Debt: Predicting College Retention at a Four-Year Private Liberal Arts Institution
.” 2015. Web. 19 Jan 2021.
Vancouver:
Bauer J. Social Connectedness and Student Debt: Predicting College Retention at a Four-Year Private Liberal Arts Institution
. [Internet] [Thesis]. Drake U; 2015. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2158.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bauer J. Social Connectedness and Student Debt: Predicting College Retention at a Four-Year Private Liberal Arts Institution
. [Thesis]. Drake U; 2015. Available from: https://escholarshare.drake.edu/handle/2092/2158
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
11.
Carlile, Crista L.
The Impact of Mindset, Relationships, Engagement, and Hope on Predicting High School Students’ Level of Risk
.
Degree: 2018, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2159
► Failing to complete high school has lasting personal, social, and economic consequences for students. Multiple factors, including low or failing grades, poor school attendance, and…
(more)
▼ Failing to complete high school has lasting personal, social, and economic consequences
for students. Multiple factors, including low or failing grades, poor school attendance, and low
standardized test scores place students at risk of dropping out of school. Schools, state, and
federal government sources have contributed significant resources to assisting students who are
categorized at risk for dropping out of school, yet the four year graduation rate remains at only
84% (National Center for Education Statistics, 2018).
Using Bronfenbrenner’s (2005b) Bioecological Model of Human Development, the
purpose of this study was to determine to what extent beliefs about mindset, engagement, hope,
and relationships predict level of risk for high school students. This study used a quantitative
approach and survey research methodology. Participants were 319 high school students from a
suburban high school in the Midwest region of the United States. Demographic variables as well
as independent variables regarding effort, natural ability, engagement, student relationships and
aspects of hope were considered for analysis.
Hierarchical multiple regression analysis indicated a fixed mindset with respect to natural
ability, a lack of positive relationships with peers, a lack of positive relationships with another
adult in school, and a lack of belief that one will graduate from high school were statistically
significant predictors of the level of risk for high school students. Implications for school leaders,
teachers, and students are discussed as well as potential future research.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Carlile, C. L. (2018). The Impact of Mindset, Relationships, Engagement, and Hope on Predicting High School Students’ Level of Risk
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2159
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Carlile, Crista L. “The Impact of Mindset, Relationships, Engagement, and Hope on Predicting High School Students’ Level of Risk
.” 2018. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2159.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Carlile, Crista L. “The Impact of Mindset, Relationships, Engagement, and Hope on Predicting High School Students’ Level of Risk
.” 2018. Web. 19 Jan 2021.
Vancouver:
Carlile CL. The Impact of Mindset, Relationships, Engagement, and Hope on Predicting High School Students’ Level of Risk
. [Internet] [Thesis]. Drake U; 2018. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2159.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Carlile CL. The Impact of Mindset, Relationships, Engagement, and Hope on Predicting High School Students’ Level of Risk
. [Thesis]. Drake U; 2018. Available from: https://escholarshare.drake.edu/handle/2092/2159
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Lubbers, Susanne L.
A Statewide Examination of the Training Satisfaction of Instructional Coaches
.
Degree: 2017, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2178
► As the roles of instructional coaches are expanding in school districts, little research exists about how instructional coaches are initially trained for their positions. Much…
(more)
▼ As the roles of instructional coaches are expanding in school districts, little research
exists about how instructional coaches are initially trained for their positions. Much of the
research base of teachers coach peers shows it is a strong method of helping teachers improve
their classroom effectiveness, but little is known about an instructional coach’s learning overall,
specifically their satisfaction with their initial training and their continued professional
development.
Using Vygotsky Space as a framework, the purpose of this study was to determine to if
instructional coaches are satisfied with both their initial training as they move from classroom
teachers to teacher leaders and their continued professional development after they assume their
roles. This study used a quantitative approach and survey research methodology. Participants
were instructional coaches in their first, second, and third years in school districts. Four research
questions guided this research into the satisfaction of instructional coaches.
Results from independent samples t-tests, correlations, and a multiple regression found
that instructional coaches who have more years of classroom teaching experience and perceive
support from building and district level administration identified perceived benefits of initial
training and continued professional development. Implications for instructional coaches and
administration are discussed, as well as topics for future research.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lubbers, S. L. (2017). A Statewide Examination of the Training Satisfaction of Instructional Coaches
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2178
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lubbers, Susanne L. “A Statewide Examination of the Training Satisfaction of Instructional Coaches
.” 2017. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2178.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lubbers, Susanne L. “A Statewide Examination of the Training Satisfaction of Instructional Coaches
.” 2017. Web. 19 Jan 2021.
Vancouver:
Lubbers SL. A Statewide Examination of the Training Satisfaction of Instructional Coaches
. [Internet] [Thesis]. Drake U; 2017. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2178.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lubbers SL. A Statewide Examination of the Training Satisfaction of Instructional Coaches
. [Thesis]. Drake U; 2017. Available from: https://escholarshare.drake.edu/handle/2092/2178
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Harrell, Alyssa.
Self-Actualization Wellness: A Developmental Approach to Predicting and Reducing College Student Stress Related to Person and Environment Variables
.
Degree: 2018, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2169
► Despite the growing recognition on the importance of mental health and wellbeing, college students’ mental health and wellbeing continue to decline. Given this information, research…
(more)
▼ Despite the growing recognition on the importance of mental health and wellbeing, college
students’ mental health and wellbeing continue to decline. Given this information, research is
needed to explore potential predictors of college student stress. Utilizing a theoretical model of
Self-Actualization Wellness and the Person-Environment Fit Theory, the purpose of this study
was to explore potential predictors that may impact college students’ wellness. More specifically,
the extent to which a higher level of development in each of the seven dimensions of the
theoretical model of Self-Actualization Wellness reduces the impact of college student stressors
and areas of concern. Identified areas of college student stress or concern are a) person variables
and b) environment variables. A quantitative approach and survey methodology were utilized in
this study. Moreover, participants included 199 college-aged students, mostly undergrads, from
universities in the central United States. Independent samples t-test revealed males had a higher
mean self-sufficiency, self-care, self-assess, self-advocate, and self-advocate score than females.
Furthermore, hierarchical regression analyses suggested that gender, ethnicity, age, intelligence
beliefs of a growth mindset, level of extroversion, and six of the seven dimensions of Self
Actualization Wellness (self-sufficiency, self-care, self-social understanding, self-assess, self
advocate, and self-compassion) statistically significantly predicted person variables and
environment variables. Recommendations for college students, postsecondary institutions, and
policy makers and discussed, along with recommendations for future research.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Harrell, A. (2018). Self-Actualization Wellness: A Developmental Approach to Predicting and Reducing College Student Stress Related to Person and Environment Variables
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2169
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Harrell, Alyssa. “Self-Actualization Wellness: A Developmental Approach to Predicting and Reducing College Student Stress Related to Person and Environment Variables
.” 2018. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2169.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Harrell, Alyssa. “Self-Actualization Wellness: A Developmental Approach to Predicting and Reducing College Student Stress Related to Person and Environment Variables
.” 2018. Web. 19 Jan 2021.
Vancouver:
Harrell A. Self-Actualization Wellness: A Developmental Approach to Predicting and Reducing College Student Stress Related to Person and Environment Variables
. [Internet] [Thesis]. Drake U; 2018. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2169.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Harrell A. Self-Actualization Wellness: A Developmental Approach to Predicting and Reducing College Student Stress Related to Person and Environment Variables
. [Thesis]. Drake U; 2018. Available from: https://escholarshare.drake.edu/handle/2092/2169
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
14.
Clarke, Cheryl L.
Influence of Advanced Pharmacy Practice Experiences on Invitations to Interview for Pharmacy Postgraduate Year One Residencies: A National Survey of Residency Program Directors
.
Degree: 2018, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2161
► The gap between pharmacy student desire for postgraduate year one (PGY1) residency placement and the current residency capacity presents a challenge to graduates of colleges…
(more)
▼ The gap between pharmacy student desire for postgraduate year one (PGY1) residency
placement and the current residency capacity presents a challenge to graduates of colleges and
schools of pharmacy. Research on the influence of advanced pharmacy practice experiences
(APPEs) on the PGY1 resident selection process is needed to assist pharmacy students seeking
residency training as well as colleges and schools of pharmacy supporting these students.
Utilizing person-environment fit as a conceptual framework, the purpose of this study
was to determine how PGY1 residency program directors perceive the desirability and necessity
of factors related to advanced pharmacy practice experiences (APPEs) when selecting candidates
for interviews. This study used a quantitative approach and survey research methodology.
Variables related to APPE location, structure, elective types, timing, and preceptor references
were examined through a nationwide survey of residency program directors, resulting in 370
participants.
Frequencies and descriptive statistics suggested APPE preceptor reference letters were
considered the most influential category of factors while APPE timing factors were the least
influential. One-way ANOVA analyses found differences in desirability and necessity of APPE
related factors based on residency type for all categories except APPE preceptor reference letters.
Therefore, knowledge of career goals is suggested to enhance APPE and residency planning.
Submission of two APPE preceptor reference letters and implementation of a letter grading
structure for each APPE are key recommendations from this study.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Clarke, C. L. (2018). Influence of Advanced Pharmacy Practice Experiences on Invitations to Interview for Pharmacy Postgraduate Year One Residencies: A National Survey of Residency Program Directors
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2161
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Clarke, Cheryl L. “Influence of Advanced Pharmacy Practice Experiences on Invitations to Interview for Pharmacy Postgraduate Year One Residencies: A National Survey of Residency Program Directors
.” 2018. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2161.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Clarke, Cheryl L. “Influence of Advanced Pharmacy Practice Experiences on Invitations to Interview for Pharmacy Postgraduate Year One Residencies: A National Survey of Residency Program Directors
.” 2018. Web. 19 Jan 2021.
Vancouver:
Clarke CL. Influence of Advanced Pharmacy Practice Experiences on Invitations to Interview for Pharmacy Postgraduate Year One Residencies: A National Survey of Residency Program Directors
. [Internet] [Thesis]. Drake U; 2018. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2161.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Clarke CL. Influence of Advanced Pharmacy Practice Experiences on Invitations to Interview for Pharmacy Postgraduate Year One Residencies: A National Survey of Residency Program Directors
. [Thesis]. Drake U; 2018. Available from: https://escholarshare.drake.edu/handle/2092/2161
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Reutter, Susan Schonberg.
Reentry Education and Program Development: Philosophical Approaches of Senior Administrators to Reduce Recidivism Rates in Correctional Institutions
.
Degree: 2018, Drake U
URL: https://escholarshare.drake.edu/handle/2092/2180
► The ways in which modern civilizations have addressed crime and sought solutions to promote public safety is ongoing and ever changing. Over the years, efforts…
(more)
▼ The ways in which modern civilizations have addressed crime and sought solutions to promote
public safety is ongoing and ever changing. Over the years, efforts to marginalize criminal
activity have included major legislative changes, local policy changes, increased regulations, and
restrictions on those who have committed crimes. Effective corrections administrators are having
a positive impact by reducing recidivism rates and promoting public safety. Successful
corrections administrators are reducing recidivism, reducing the effects of collateral
consequence, and promoting growth of social capital (e.g., social skills and relationships), human
capital (employable skills), and cultural capital (e.g., community and public safety). Effective
corrections administrators not only manage their facilities’ daily operations, they also provide
effective reentry programming to help provide criminal offenders a strong chance of success
once they return to their communities. A current challenge facing the criminal justice arena is
that many corrections administrators are retiring, prompting a predicted fear of a correctional
administer shortage. The purpose of this case study was to determine the attributes, philosophical
perspectives and operational methods of corrections administrators producing successful reentry
results. Four state prison wardens participated in this study, each of which are wardens of
facilities producing recidivism rates far below the national statistics. Data was collected via a
three-part series of semi-structured interviews. Four themes emerged during data analysis: (1)
Emphasis on safety (2) Education and training (3) Rehabilitate and habilitate inmates as a whole
person (4) Commitment to the profession and advocacy. The findings of the study produced a
potential blue-print for the hiring process, as an exceptional amount of experience, foresight, and
wisdom was shared by the participants.
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Reutter, S. S. (2018). Reentry Education and Program Development: Philosophical Approaches of Senior Administrators to Reduce Recidivism Rates in Correctional Institutions
. (Thesis). Drake U. Retrieved from https://escholarshare.drake.edu/handle/2092/2180
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Reutter, Susan Schonberg. “Reentry Education and Program Development: Philosophical Approaches of Senior Administrators to Reduce Recidivism Rates in Correctional Institutions
.” 2018. Thesis, Drake U. Accessed January 19, 2021.
https://escholarshare.drake.edu/handle/2092/2180.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Reutter, Susan Schonberg. “Reentry Education and Program Development: Philosophical Approaches of Senior Administrators to Reduce Recidivism Rates in Correctional Institutions
.” 2018. Web. 19 Jan 2021.
Vancouver:
Reutter SS. Reentry Education and Program Development: Philosophical Approaches of Senior Administrators to Reduce Recidivism Rates in Correctional Institutions
. [Internet] [Thesis]. Drake U; 2018. [cited 2021 Jan 19].
Available from: https://escholarshare.drake.edu/handle/2092/2180.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Reutter SS. Reentry Education and Program Development: Philosophical Approaches of Senior Administrators to Reduce Recidivism Rates in Correctional Institutions
. [Thesis]. Drake U; 2018. Available from: https://escholarshare.drake.edu/handle/2092/2180
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
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)
▼ 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 other and distort the meaning of a grade.
Procedure: This study investigated the impact two nonacademic factors, teacher
perception of student effort and attitude toward subject matter, had on the final grade
students earned in Algebra I. This study examined 851 students from 15 teachers’
classrooms in and around the Des Moines, Iowa, metropolitan area.
Findings: Results of data analysis established a highly significant correlation between teacher perceptions of effort and grades in Algebra I (r= .6267) with a coefficient of determination of .3927. Likewise, a highly significant correlation (r= .5743) was established between perceptions of attitude toward subject matter and the final grade in Algebra, with a coefficient of determination of .3298. These findings supported previous research that nonacademic factors influence grading.
Recommendations: The findings have implications for pre service and in-service
teacher training and professional development around grading and measurement, as well
as for the reporting tools schools use to report grades.
Subjects/Keywords: Grading and marking (Students) – Education (Secondary);
High school teachers – Philosophy
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 19, 2021.
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 (7th Edition):
Hawkins, Jeffrey P. “The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students
.” 2010. Web. 19 Jan 2021.
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 2021 Jan 19].
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
17.
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)
▼ 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 the girls' perspectives, how to
improve urban education for their benefit. Study participants included seven girls who
were interviewed three times toward the end of their eighth grade year. In addition to
interviews, the girls also provided written artifacts that they believed described them as
people and students. After the researcher extracted and coded themes from what the girls
said about their experiences, member checking was completed. The results of the study
were written as seven separate case studies. Additionally, the themes that arose from the
study were explored and discussed. This study found that, while the girls generally
enjoyed middle school more than they expected to, they had suggestions for improving
the middle school experience. The most salient theme to arise from the study was that the
girls felt that teachers and educators talk too much and seldom listen. Recommendations
for educators include the following: provide school day time for students to discuss race
and gender issues; find ways to make school more personal for students; listen to what
girls have to say; and talk less.
Subjects/Keywords: Junior high school girls – Social aspects;
Education, Urban;
Low-income students – Education (Middle school) – Interviews
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls
.” 2010. Thesis, Drake U. Accessed January 19, 2021.
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 (7th Edition):
Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls
.” 2010. Web. 19 Jan 2021.
Vancouver:
Farris-Vermeer HK. The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls
. [Internet] [Thesis]. Drake U; 2010. [cited 2021 Jan 19].
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
18.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 19, 2021.
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 (7th Edition):
Janson, Richard Harlan. “Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks
.” 2011. Web. 19 Jan 2021.
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 2021 Jan 19].
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
19.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 19, 2021.
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 (7th Edition):
Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model
.” 2011. Web. 19 Jan 2021.
Vancouver:
Schon DA. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model
. [Internet] [Thesis]. Drake U; 2011. [cited 2021 Jan 19].
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
20.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Eidahl, Davis L. “A Summer Reading Program And Its Impact On Summer Reading Loss
.” 2011. Thesis, Drake U. Accessed January 19, 2021.
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 (7th Edition):
Eidahl, Davis L. “A Summer Reading Program And Its Impact On Summer Reading Loss
.” 2011. Web. 19 Jan 2021.
Vancouver:
Eidahl DL. A Summer Reading Program And Its Impact On Summer Reading Loss
. [Internet] [Thesis]. Drake U; 2011. [cited 2021 Jan 19].
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
21.
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 (6th 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 (16th 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 19, 2021.
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 (7th 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. 19 Jan 2021.
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 2021 Jan 19].
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
22.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Carenza, Gregory S. “A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State
.” 2011. Thesis, Drake U. Accessed January 19, 2021.
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 (7th Edition):
Carenza, Gregory S. “A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State
.” 2011. Web. 19 Jan 2021.
Vancouver:
Carenza GS. A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State
. [Internet] [Thesis]. Drake U; 2011. [cited 2021 Jan 19].
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
23.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 19, 2021.
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 (7th Edition):
Milburn, Kristine M. “Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses
.” 2011. Web. 19 Jan 2021.
Vancouver:
Milburn KM. Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses
. [Internet] [Thesis]. Drake U; 2011. [cited 2021 Jan 19].
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
24.
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)
▼ 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 in six weeks of social skills instruction, four days per week for 40-45 minutes per
session. The Social Skills Improvement System rating scale was used pre and posttest to
determine student outcomes in the Social Skills subdomain areas of Communication,
Cooperation, Assertion, Responsibility, Empathy, and Self-Control. In addition the study also
looked at the Problem Behavior subdomain areas of Externalizing, Bullying,
Hyperactivity/Inattention, and Internalizing. Results across the group did not show significant
levels of improvement in any of the subdomain areas. However, there were significant results
when the groups were broken down into various smaller subgroups. Limitations, implications for
practice, and implications for future research are also offered.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Calhoun, Angela B. “Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders
.” 2011. Thesis, Drake U. Accessed January 19, 2021.
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 (7th Edition):
Calhoun, Angela B. “Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders
.” 2011. Web. 19 Jan 2021.
Vancouver:
Calhoun AB. Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders
. [Internet] [Thesis]. Drake U; 2011. [cited 2021 Jan 19].
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
25.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 19, 2021.
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 (7th Edition):
Pattee, Andrew Robert. “Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools
.” 2011. Web. 19 Jan 2021.
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 2021 Jan 19].
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
26.
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)
▼ 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 of
their course syllabi. The theory of structural functionalism and a quantitative research
approach were employed. A group administration approach was used to distribute the
paper surveys during college, school or department meetings.
It was found that the syllabi purposes that instructors viewed as essential and
useful were: a Communication Mechanism, a Planning Tool for Instructors, a Course
Plan for Students, and a Contract. The instructors refer to syllabi for (1)
schedule/calendar/assignments, (2) policies, (3) as a reminder, (4) for grading, and (5) for
expectations.
The top ranked components by instructors were Academic Honesty;
Plagiarism/Cheating; Textbook(s) & ISBN; Calendar/Outline/Assignments; Instructor
Expectations of the Students; Requirements for Homework, Etc.; Grading Scale;
Disability Services; Objectives; Academic Conduct; Goals; Attendance; Assessment
Criteria; Makeup & Late Assignments; and Disclaimer on Syllabus.
Over 60% indicated they learned to create their syllabi through unofficial
templates and informally through previous experience as a student. And all instructors
indicated that syllabi have either no effect (27.0%) or a positive effect (67.5%) on student
learning.
The purpose of a syllabus as a part of the structure and function of the higher
education system will differ depending on the role of the person using it. As institutions continue to adjust to accreditation and the public’s demand for quality, the purpose and
function of the syllabus will continue to change and adjust. An initial step to assist in this
process of change would be to provide instructor workshops and training sessions related
to syllabi design.
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 (6th 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 (16th 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 19, 2021.
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 (7th 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. 19 Jan 2021.
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 2021 Jan 19].
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
27.
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)
▼ 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 through 5th grade teachers, from one central-Iowa, metrodistrict
provided initial data. A small focus group conducted in a neighboring metrodistrict
provided additional data. Coding and analyzing survey data and the focus group
transcription, coupled with documentation reviews from both districts were performed
and findings discovered. The two districts’ varied approaches to implementation of
curriculum and instruction resulted in teachers’ differing opinions regarding daily
teaching, how standards and standardization affected them, and their ability to teach
within their own personal teaching philosophy. Results from this study indicated teacher
autonomy and the freedom to be creative were adversely affected by increasing
standardization of curriculum and instruction. The survey teachers struggled with
professionalism, stress, and meeting the needs of the whole child, while the focus group
teachers found their opportunities for teacher autonomy and creativity allowed them to
teach within their philosophical beliefs and tend to the whole child. Implications and
recommendations based on the study’s conclusions were suggested.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 19, 2021.
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 (7th 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. 19 Jan 2021.
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 2021 Jan 19].
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
28.
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)
▼ 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 are district leaders and thus held accountable for the
performance of the school district. Superintendent longevity has been an issue
for many years and even though researchers have studied and identified the
importance of leadership in the sustainability of school improvement efforts, the
tenure of superintendents has not changed (Fullan, 2002). Understanding the
impact of superintendent longevity is important to develop a better understanding
of how to improve student performance.
This study focused on Iowa superintendent longevity and the relationship it
has to student performance in reading, mathematics, and science. Understanding
that many factors impact student achievement, district enrollment and
socioeconomic status were identified as additional variables to include in this
study. Sequential hierarchical regression analyses indicated that superintendent
longevity was not a predictor of student performance in reading, mathematics
and science. District enrollment was a predictor of student performance in
mathematics and science, while socioeconomic status was a significant predictor
of reading mathematics and science achievement.
Subjects/Keywords: School superintendents – Iowa – Longevity;
School districts – Iowa – Administration;
Students – Iowa – Performance – Analysis
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Berlau, David C. “Superintendent Longevity and its Relationship to Student Performance
.” 2011. Thesis, Drake U. Accessed January 19, 2021.
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 (7th Edition):
Berlau, David C. “Superintendent Longevity and its Relationship to Student Performance
.” 2011. Web. 19 Jan 2021.
Vancouver:
Berlau DC. Superintendent Longevity and its Relationship to Student Performance
. [Internet] [Thesis]. Drake U; 2011. [cited 2021 Jan 19].
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
29.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Updegraff, Sarah G. “Teacher Attitudes Regarding Interactions With 8th Grade Students
.” 2011. Thesis, Drake U. Accessed January 19, 2021.
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 (7th Edition):
Updegraff, Sarah G. “Teacher Attitudes Regarding Interactions With 8th Grade Students
.” 2011. Web. 19 Jan 2021.
Vancouver:
Updegraff SG. Teacher Attitudes Regarding Interactions With 8th Grade Students
. [Internet] [Thesis]. Drake U; 2011. [cited 2021 Jan 19].
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
30.
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)
▼ 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 literate
society, the clarion calls for educational reform emanating from US presidents to parent
teacher organizations, and educators’ ability to cope with advances in technology in the
classroom demand attention. Therefore, the purpose of this qualitative study was to
explore and understand the professional and educational experiences of six English faculty
members teaching undergraduate courses at Midwest universities. Using the framework of
Technological Pedagogical Content Knowledge – TPACK (Koehler and Mishra 2008), the
major focus of the study was to determine how faculty members understood what
characterized the nature of teaching with technology in undergraduate classrooms.
Results of this study revealed the following five themes showing how the
participants were introduced to technology, how they assimilated it into their pedagogy,
and how they integrated it into teaching practice:
Theme 1: Early pioneers in using technology with English course content;
Theme 2: Constant evolution of technologies proved to be challenging;
Theme 3: The changing nature of student learning prompted investment in teaching
with technology;
Theme 4: Expanded opportunities for depth and breadth of content;
Theme 5: Technology, pedagogy, and content are seamless in learning.
This study has the potential to impact the nature of illustrating the methods and
techniques used by the six participants as they merge technology, pedagogy, and content
knowledge and set in motion classroom practices that assist faculty at all levels to develop
and teach technology skills necessary for the 21st century and to better prepare students
for thinking critically about how to use digital advances.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 19, 2021.
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 (7th 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. 19 Jan 2021.
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 2021 Jan 19].
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
◁ [1] [2] [3] [4] [5] … [51] ▶
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