publisher:("Drake U")

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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

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

APA (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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 (6^th 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 (16^th 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 (7^th 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)

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APA (6^th 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 (16^th 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 (7^th 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)

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APA (6^th 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 (16^th 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 (7^th 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)

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APA (6^th 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 (16^th 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 (7^th 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)

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APA (6^th 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 (16^th 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 (7^th 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)

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APA (6^th 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 (16^th 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 (7^th 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)

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APA (6^th 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 (16^th 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 (7^th 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)

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Hawkins, Jeffrey P. “The Impact of Teacher Preception of Student Effort and Student Attitude on Grading of Secondary Students .” 2010. Thesis, Drake U. Accessed January 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 (7^th 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)

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Farris-Vermeer, Heather K. “The Adults Talk Too Much : Interviews With Low-Income Urban Middle School Girls .” 2010. Thesis, Drake U. Accessed January 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 (7^th 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Janson, Richard Harlan. “Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .” 2011. Thesis, Drake U. Accessed January 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 (7^th Edition):

Janson, Richard Harlan. “Federalism And The No Child Left Behind Act : An Analysis Using Constitutional Systems And Adaptive Work Frameworks .” 2011. Web. 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .” 2011. Thesis, Drake U. Accessed January 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 (7^th 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Eidahl, Davis L. “A Summer Reading Program And Its Impact On Summer Reading Loss .” 2011. Thesis, Drake U. Accessed January 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 (7^th 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Adams, Matthew J. “A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders .” 2011. Thesis, Drake U. Accessed January 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 (7^th Edition):

Adams, Matthew J. “A Content Analysis Of The Congruence Between The Evaluation Criteria Of Superintendents And The Iowa Standards For School Leaders .” 2011. Web. 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Carenza, Gregory S. “A Phenomenological Study of Mindfulness of Curriculum Directors in a Midwest State .” 2011. Thesis, Drake U. Accessed January 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 (7^th 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Milburn, Kristine M. “Experiences Of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses .” 2011. Thesis, Drake U. Accessed January 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 (7^th 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)

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Calhoun, Angela B. “Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders .” 2011. Thesis, Drake U. Accessed January 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 (7^th 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Pattee, Andrew Robert. “Effective Use of Digital Technologies of High School Teachers as Digital Immigrants in Six Rural Public Schools .” 2011. Thesis, Drake U. Accessed January 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 (7^th Edition):

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

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

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Fink, Susan Jo Breakenridge. “An Exploratory Study on the Purpose, Structure, Format and Use of Syllabi at a Midwest Four-Year Undergraduate Private University .” 2011. Thesis, Drake U. Accessed January 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 (7^th Edition):

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Hood, Angie Palmer. “The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity .” 2011. Thesis, Drake U. Accessed January 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 (7^th Edition):

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Berlau, David C. “Superintendent Longevity and its Relationship to Student Performance .” 2011. Thesis, Drake U. Accessed January 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 (7^th 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 (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Updegraff, Sarah G. “Teacher Attitudes Regarding Interactions With 8th Grade Students .” 2011. Thesis, Drake U. Accessed January 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 (7^th 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)

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

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Corey, Robert C. “Digital Immigrants Teaching Digital Natives : A Phenomenological Study of Higher Education Faculty Perspectives on Technology Integration with English Core Content .” 2012. Thesis, Drake U. Accessed January 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 (7^th Edition):

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

Open Access Theses and Dissertations