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1.
Koss, Paulette.
Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles.
Degree: 2015, Brandman University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3689516 
► Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles By Paulette Koss The purpose…
(more)
▼ Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles By Paulette Koss The purpose of this qualitative study was to examine and describe the impact of the Buck Institute of Education's 8 components of project-based curriculum on high school juvenile offenders' academic achievement, socialization, and self-concepts as perceived by juvenile court school (JCS) teachers. A secondary purpose was to describe strategies used to implement the 8 components of project-based curriculum for high school juvenile offenders as perceived by JCS teachers using the project-based learning (PBL) approach. The participants in the study were 9 JCS teachers in 3 states. They answered interview questions about the impact of the 8 components of PBL on their students' academic performance, socialization, and self-concepts, and about effective strategies for implementation. The results were analyzed to identify themes. Overall, the participants noted that PBL improved the academic performance, socialization skills, and self-concepts of their students. Their answers also indicated some obstacles to implementing PBL, especially the lack of Internet access in JCS classrooms. The teachers also noted that their students lacked academic and experiential background knowledge and appropriate peer socialization skills. Building background knowledge and modeling peer interactions were identified as essential strategies in implementing PBL. The results of this study support the conclusion that PBL is effective at improving the academic performance, socialization skills, and self-concepts of incarcerated juveniles. Results indicated that the lack of Internet access limited the benefits of PBL for these students. Building background knowledge and modeling appropriate peer interactions were crucial strategies to the success of PBL. The researcher recommends that more states implement initiatives for implementing PBL in their JCS classrooms and provide teachers with the necessary training and ongoing coaching necessary for implementation. Additionally, states should develop systems that would allow for Internet access in JCS classrooms without compromising the secure facility. Programs should be developed to encourage positive peer interactions in incarceration facilities.
Subjects/Keywords: Education; Evaluation
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APA (6th Edition):
Koss, P. (2015). Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles. (Thesis). Brandman University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3689516
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Koss, Paulette. “Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles.” 2015. Thesis, Brandman University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3689516.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Koss, Paulette. “Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles.” 2015. Web. 21 Apr 2018.
Vancouver:
Koss P. Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles. [Internet] [Thesis]. Brandman University; 2015. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3689516.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Koss P. Teachers' Perspectives of the Effects of Project-Based Learning on the Academic Performance, Socialization Skills, and Self-Concepts of Incarcerated Juveniles. [Thesis]. Brandman University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3689516
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of South Florida
2.
Lang, Thomas R., II.
An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE).
Degree: 2012, University of South Florida
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1508961
► According to Wilkerson and Lang (2003, p.1) with approximately "90% of schools, colleges, and departments of education using portfolios of one form or another…
(more)
▼ According to Wilkerson and Lang (2003, p.1) with approximately "90% of schools, colleges, and departments of education using portfolios of one form or another as decision-making tools for standards-based decisions regarding certification or licensure (as well as NCATE accreditation), it is appropriate to explore the legal and psychometric aspects of this assessment device." This study was conducted to examine how well the authentic assessments created in the Chalk and Wire ePortfolio initiative, which was created to provide authentic assessments of the Accomplished Practices, relate to the measures in the Professional Knowledge subtests on Florida Teacher Certification Examination. The sample was comprised of 294 graduating student teachers from a single department in the College of Education for the 2009/2010 school year at a large southern university. Multiple regression analyses were employed to examine the relationship between authentic assessments (i.e. critical tasks) in Chalk and Wire and performance on the subtests of the Professional Knowledge Test on the Florida Teacher Certification exam while controlling for gender, ethnicity and overall GPA. Only two of the independent variables were statistically significant from the 12 models examined. The scores from the Professional Knowledge subtests on Florida Teacher Certification Examination for Diversity (AP5) and Technology (AP12) were statistically different for gender, with females scoring higher than males on both. The results provided little evidence of concurrent validity between the authentic assessments of the Chalk and Wire ePortfolio initiative and the Professional Knowledge subtests on Florida Teacher Certification Examination.
Subjects/Keywords: Education; Evaluation
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APA (6th Edition):
Lang, Thomas R., I. (2012). An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE). (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1508961
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lang, Thomas R., II. “An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE).” 2012. Thesis, University of South Florida. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=1508961.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lang, Thomas R., II. “An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE).” 2012. Web. 21 Apr 2018.
Vancouver:
Lang, Thomas R. I. An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE). [Internet] [Thesis]. University of South Florida; 2012. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1508961.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lang, Thomas R. I. An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE). [Thesis]. University of South Florida; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1508961
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
3.
Risley, Lori.
Exploring Congruency between John A. Henschke's Practice and Scholarship.
Degree: 2013, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3545191
► The study aimed to explore how John A. Henschke`s practice mirrors the andragogical theory espoused in his scholarship. This study offered interpretations held by…
(more)
▼ The study aimed to explore how John A. Henschke`s practice mirrors the andragogical theory espoused in his scholarship. This study offered interpretations held by three groups of individuals: colleagues, students, and John, utilizing 10 data sets. Data sets include: a) Focus group-current students, b) Modified Instructors Perspectives Inventory for Students pre/ post course surveys, c) Section of the Instructors Perspectives Inventory, d) Course evaluations, e) Video recordings of John facilitating , f) Interviews; colleagues, students, and John, g) Observations, and h) Selection of scholarship. Each contained interpretations and perceptions that, when held up to the mirror of John`s scholarship, reflected an image of John addressing the research question, “How does John A. Henschke's practice mirror the andragogical theory espoused in his scholarship?” This study utilized a version of an instrument developed by John, the Instructional Perspectives Inventory (IPI), which was modified for student use. If learners and John did not have congruent perceptions of John`s practice as evaluated by an instrument that John himself developed, then not only would the instrument be in question, but so would John`s practice. The IPI identified seven characteristics of the adult educator; this study used these characteristics as pre-determined themes. The study identified three additional themes for a total of 10 themes. This study placed emphasis on teacher trust of learners. This research produced an instrument as a complement to the MIPI-S, the Visible Elements of Trust Inventory (VETI), which demonstrates the behavioral embodiment of the beliefs and feelings of teacher trust of learners. The VETI was used to evaluate video recordings of John facilitating adult education. The findings of this study are situated, as a mirror. The image reflected of John`s practice and scholarship was congruent.
Subjects/Keywords: Education; Evaluation
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APA ·
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APA (6th Edition):
Risley, L. (2013). Exploring Congruency between John A. Henschke's Practice and Scholarship. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3545191
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Risley, Lori. “Exploring Congruency between John A. Henschke's Practice and Scholarship.” 2013. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3545191.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Risley, Lori. “Exploring Congruency between John A. Henschke's Practice and Scholarship.” 2013. Web. 21 Apr 2018.
Vancouver:
Risley L. Exploring Congruency between John A. Henschke's Practice and Scholarship. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545191.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Risley L. Exploring Congruency between John A. Henschke's Practice and Scholarship. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545191
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Washington-Cobb, Shirley L.
Exploring the Experiences of Former Alternative Education Participants| Case Studies.
Degree: 2013, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3545195
► Alternative education has become an integral program, in one form or another throughout most school districts in the United States. Alternative education is a…
(more)
▼ Alternative education has become an integral program, in one form or another throughout most school districts in the United States. Alternative education is a very complex and controversial issue that is best understood through the stories of former alternative education students looking back on their lived experiences. Children in the alternative education program studied here were generally those who did not fit into a general education program due to behavior problems or lack of academic success. The purpose of the study was to investigate alternative education primarily through in-depth interviews and case studies of 18 previous alternative education students who were voluntary participants and secondarily through interviews of current alternative education professional staff. The main research question was: In what ways has the study program been meeting the needs of students in the alternative education program, and in what ways may it be improved? The sub questions were the following: (a) Which aspects of this alternative education program are effective or ineffective and why, according to former participants? and (b) Which strategies utilized in the alternative education program may be useful in general education classrooms, according to the participants? Results revealed that the majority of students viewed the alternative education experience as positive if there was a patient, supportive, caring adult in their school life. The study program was effective in meeting the needs of the students through low student-to-teacher ratios, highly structured classrooms, school and community mentors, and high quality academic instruction. However, more of the following is needed: funding for some students who need services outside the school, initial and continuing education for staff to counter teacher burn-out and stereotyping of students, space to alleviate overcrowding, parent involvement, and leadership. Ten themes emerged from the data: anger, victim mentality, neglect, abandonment, apathy, self-doubt, bullying, academic struggles, unequal prospects, and most important—a relationship with a caring adult.
Subjects/Keywords: Education; Evaluation
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APA ·
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APA (6th Edition):
Washington-Cobb, S. L. (2013). Exploring the Experiences of Former Alternative Education Participants| Case Studies. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3545195
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Washington-Cobb, Shirley L. “Exploring the Experiences of Former Alternative Education Participants| Case Studies.” 2013. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3545195.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Washington-Cobb, Shirley L. “Exploring the Experiences of Former Alternative Education Participants| Case Studies.” 2013. Web. 21 Apr 2018.
Vancouver:
Washington-Cobb SL. Exploring the Experiences of Former Alternative Education Participants| Case Studies. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545195.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Washington-Cobb SL. Exploring the Experiences of Former Alternative Education Participants| Case Studies. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3545195
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
5.
Gallia, Toni.
A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework.
Degree: 2013, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3552222
► With the pressure in education to develop a 21st century learner with higher-level thinking skills, many educators connected previous state curriculum to the Common…
(more)
▼ With the pressure in education to develop a 21st century learner with higher-level thinking skills, many educators connected previous state curriculum to the Common Core State Standards (CCSS). Missouri's Department of Education experts paired the previous state's curriculum known as the Missouri Grade Level Expectations (MO GLEs) with a corresponding CCSS based on Webb's depth-of-knowledge model in a document commonly referred to as the Missouri Crosswalk. This quantitative content analysis study compared the MO GLEs and CCSS by quantifying the language using an adapted and revised Bloom's taxonomy framework. This study tested for a cognitive difference in means and for a possible relationship between the two documents using the Missouri Crosswalk in each grade level from 1-5 in the areas of English Language Arts (ELA) and Mathematics (MA). This study revealed no overall difference in means between the MO GLEs and the CCSS within the content areas of ELA and MA, grades 1-5. Although the results seemed as though CCSS did not offer more higher-level thinking opportunities than the MO GLEs, the researcher noticed a trend in the amount of objectives assigned in each cognitive category. In a further analysis that divided the objectives into higher-level and lower-level thinking, the results showed CCSS generally had more higher-level thinking opportunities than the MO GLEs. The contradicting results showed the importance of closely analyzing the two documents in order to adjust instruction. This study also revealed no cognitive relationship between the paired CCSS and MO GLEs aligned in the Missouri Crosswalk for all grades in both ELA and MA with the exception of fifth grade ELA. The structural difference in the ELA and MA crosswalk prompted an investigation of the objectives labeled "direct alignment" found only in the ELA crosswalk. The result showed no relationship between the higher-level thinking skills in the ELA GLE and the "direct" paired CCSS in all grade levels except fourth grade. Generally speaking, when adjusting instruction based on the objectives labeled "direct", only grade 4 ELA teachers may find the Missouri Crosswalk helpful since it was the only grade level to show a cognitive relationship.
Subjects/Keywords: Education; Evaluation
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APA ·
Chicago ·
MLA ·
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CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gallia, T. (2013). A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gallia, Toni. “A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework.” 2013. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3552222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gallia, Toni. “A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework.” 2013. Web. 21 Apr 2018.
Vancouver:
Gallia T. A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gallia T. A Quantitative Content Analysis of the Common Core State Standards Compared to Missouri's Grade-Level Expectations using the Revised Bloom's Taxonomy Framework. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6.
Wilkerson, Michelle R.
The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3440211
► This program evaluation of Caring School Community was conducted by two educators who studied the implementation of this character education program in an elementary…
(more)
▼ This program evaluation of Caring School Community was conducted by two educators who studied the implementation of this character education program in an elementary school. In an effort to foster a culture of respect and kindness, where students, staff, and parents are treated as valued, contributing members of the school community, an elementary school implemented a character education program called Caring School Community. The purpose of this study was to evaluate the success of the implementation of Caring School Community and its possible impact on student achievement. The evaluation of this program involved observing classroom instruction to track student engagement, teacher engagement, instructional climate and lesson plan completion using a computerized walk through tool and the results of student, parent, and staff surveys. All third through fifth grade students took the computerized surveys to determine the success of implementation based on their sense of autonomy, belonging, and competence. This study examined the results of implementing Caring School Community and its possible effect on student achievement. The companion dissertation examined the results of implementing Caring School Community and its possible effect on student attendance, student discipline, and positive behavior referrals. Caring School Community is a research-based K-6 program, which has four components: class meetings, cross-aged buddy activities, homeside activities, and schoolwide community-building activities. The fidelity of implementation of Caring School Community was measured using a computerized walk through tool to track classroom observations and student, parent, and staff surveys. Those results were compared with student attendance, student discipline, and positive behavior referrals, and student achievement data prior to and after two years of implementation of Caring School Community. The findings of this study indicated that implementation of Caring School Community had no statistical impact on student attendance, student discipline, and positive behavior referrals, or student achievement after the first and second year of implementation. Future studies should consider allowing a longer period of time for the study and studying several cohort groups or several schools with the same demographics.
Subjects/Keywords: Education; Evaluation
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APA ·
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APA (6th Edition):
Wilkerson, M. R. (2011). The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3440211
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wilkerson, Michelle R. “The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement.” 2011. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3440211.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wilkerson, Michelle R. “The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement.” 2011. Web. 21 Apr 2018.
Vancouver:
Wilkerson MR. The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440211.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wilkerson MR. The Relationship Between Caring School Community Program Implementation and Elementary Student Achievement. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440211
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of South Florida
7.
Owens, Corina M.
Meta-Analysis of Single-Case Data| A Monte Carlo Investigation of a Three Level Model.
Degree: 2011, University of South Florida
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3449468
► Numerous ways to meta-analyze single-case data have been proposed in the literature, however, consensus on the most appropriate method has not been reached. One…
(more)
▼ Numerous ways to meta-analyze single-case data have been proposed in the literature, however, consensus on the most appropriate method has not been reached. One method that has been proposed involves multilevel modeling. This study used Monte Carlo methods to examine the appropriateness of Van den Noortgate and Onghena's (2008) raw data multilevel modeling approach to the meta-analysis of single-case data. Specifically, the study examined the fixed effects (i.e., the overall average baseline level and the overall average treatment effect) and the variance components (e.g., the between person within study variance in the average baseline level, the between study variance in the overall average baseline level, the between person within study variance in the average treatment effect) in a three level multilevel model (repeated observations nested within individuals nested within studies). More specifically, bias of point estimates, confidence interval coverage rates, and interval widths were examined as a function of specific design and data factors. Factors investigated included (a) number of primary studies per meta-analysis, (b) modal number of participants per primary study, (c) modal series length per primary study, (d) level of autocorrelation, and (3) variances of the error terms. The results of this study suggest that the degree to which the findings of this study are supportive of using Van den Noortgate and Onghena's (2008) raw data multilevel modeling approach to meta-analyzing single-case data depends on the particular effect of interest. Estimates of the fixed effects tended to be unbiased and produced confidence intervals that tended to overcover but came close to the nominal level as level-3 sample size increased. Conversely, estimates of the variance components tended to be biased and the confidence intervals for those estimates were inaccurate.
Subjects/Keywords: Education, Evaluation; Statistics
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Record Details
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Owens, C. M. (2011). Meta-Analysis of Single-Case Data| A Monte Carlo Investigation of a Three Level Model. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3449468
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Owens, Corina M. “Meta-Analysis of Single-Case Data| A Monte Carlo Investigation of a Three Level Model.” 2011. Thesis, University of South Florida. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3449468.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Owens, Corina M. “Meta-Analysis of Single-Case Data| A Monte Carlo Investigation of a Three Level Model.” 2011. Web. 21 Apr 2018.
Vancouver:
Owens CM. Meta-Analysis of Single-Case Data| A Monte Carlo Investigation of a Three Level Model. [Internet] [Thesis]. University of South Florida; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449468.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Owens CM. Meta-Analysis of Single-Case Data| A Monte Carlo Investigation of a Three Level Model. [Thesis]. University of South Florida; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449468
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of California, Berkeley
8.
Gargani, John Arnold.
Some Issues Related to the Use of Randomized Trials in the Field of Program Evaluation.
Degree: 2012, University of California, Berkeley
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3498814
► This dissertation explores three topics related to the use of randomized trials in the field of program evaluation. The dissertation is organized as three…
(more)
▼ This dissertation explores three topics related to the use of randomized trials in the field of program evaluation. The dissertation is organized as three papers, each of which is intended to stand alone. The first paper addresses the problem that evaluators face when they must analyze data from imperfectly implemented randomized trials. The paper focuses on the two-group pretest-posttest design, widely used by evaluators to estimate the causal effects of programs. When this design is used, evaluators must make a choice between analyzing their data with the covariance adjustment approach or gain score approach. A great deal has been written about how this choice should be made, but it has largely been intended for researchers engaging in quasi-experimental or observational studies. This paper proposes a simple, objective way for evaluators to make this choice—the mixed approach—when, as is often the case, they find that an experiment has been weakened by real-world circumstances. When this occurs, evaluators may not be aware of the nature or extent of the flaws in their realized research designs. The mixed approach allows evaluators to choose between the gain score and covariance adjustment approaches more advantageously when (1) ceiling and floor effects are minimal, (2) it is reasonable to estimate an average treatment effect, and (3) the principal uncertainty is whether randomization has ensured the long-term comparability of groups or whether it failed in ways that led to the nonequivalence of groups at the time of the pretest. The second paper describes a reparameterized Rasch model (RRM). Unlike a traditionally parameterized Rasch model, the RRM produces estimates of item group difficulties and associated tests of significance. Because the RRM is a Rasch model, the item difficulty estimates produced by a traditionally parameterized Rasch model can be calculated using the RRM. The RRM is compared to the traditionally parameterized Rasch model and the multidimensional random coefficients multinomial logit model. An example is provided in which all three models are fit as hierarchical generalized linear models, the models are formally compared, and the RRM is used to answer two research questions. The first question relates to the validity of reverse-scored items. Two groups of items were considered—items with original wording (left) and parallel items with presumed opposite wording (right). The RRM was used to determine whether the left item group and reverse-scored right item group had similar average item difficulties. The second question relates to whether differences between the item groups were associated with respondents' years of professional experience. To answer this question, the RRM was expanded to include a person-level main effect and cross-level (experience by item group) interaction. For evaluators implementing studies with experimental designs, the RRM provides a method of validating a measure while simultaneously answering substantive research…
Subjects/Keywords: Education, Evaluation; Statistics
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APA (6th Edition):
Gargani, J. A. (2012). Some Issues Related to the Use of Randomized Trials in the Field of Program Evaluation. (Thesis). University of California, Berkeley. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3498814
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gargani, John Arnold. “Some Issues Related to the Use of Randomized Trials in the Field of Program Evaluation.” 2012. Thesis, University of California, Berkeley. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3498814.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gargani, John Arnold. “Some Issues Related to the Use of Randomized Trials in the Field of Program Evaluation.” 2012. Web. 21 Apr 2018.
Vancouver:
Gargani JA. Some Issues Related to the Use of Randomized Trials in the Field of Program Evaluation. [Internet] [Thesis]. University of California, Berkeley; 2012. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3498814.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gargani JA. Some Issues Related to the Use of Randomized Trials in the Field of Program Evaluation. [Thesis]. University of California, Berkeley; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3498814
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Florida State University
9.
Davis, Jamie.
Intrusive Advising and Its Influence on First and Second Year Students: A Formative Evaluation of a Pilot Intrusive Advisng Initiative at a HBCU in the South.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Florida State University
URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9319
;
► Historically Black Colleges and Universities (HBCUs) have granted educational opportunities to students with a diverse aptitude of scholastic success. As a result, many of these…
(more)
▼ Historically Black Colleges and Universities (HBCUs) have granted educational opportunities to students with a diverse aptitude of scholastic success. As a result, many of these students require additional academic support and assistance. Through the process of academic advising, specifically prescriptive advising, many students receive guidance and solutions to their immediate concerns. As it pertains to career and life goals, the Developmental Advising approach is designed to assist students in selecting the ideal major and courses based on their respective interest. However, for the lower achieving students, research indicates that prescriptive and developmental advising is not as effective as intrusive advising and does not meet the needs of these students. Intrusive advising, an academic advising strategy designed to build relationships with students in an effort to anticipate their needs, was developed in the 1970's and improved upon thereafter to offer additional support to students. This dissertation is a formative evaluation of intrusive advising on low achieving students at an HBCU in the south of the United States. Interviews were conducted with a sample of students who participated in the pilot program and the change in GPA data was collected. The results of this study provide insight into the impact intrusive advising can have on students' academics and attitude towards education. Many participants in the study were able to improve their GPA and overall disposition towards their education. The analysis of intrusive advising on low achieving students highlights the importance of the interrelationship between advisor and advisee.
A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the Doctor of Education.
Spring Semester, 2015.
April 9, 2015.
Advising, African American Students, Intrusive Advising, Retention
Carolyn Herrington, Professor Directing Dissertation; Lance DeHaven-Smith, University Representative; Bradley Cox, Committee Member; Ayesha Khurshid, Committee Member; Stacey Rutledge, Committee Member.
Advisors/Committee Members: Carolyn D. Herrington (professor directing dissertation), Lance deHaven-Smith (university representative), Bradley Cox (committee member), Ayesha Khurshid (committee member), Stacey A. Rutledge (committee member).
Subjects/Keywords: Educational evaluation; Education
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APA (6th Edition):
Davis, J. (2015). Intrusive Advising and Its Influence on First and Second Year Students: A Formative Evaluation of a Pilot Intrusive Advisng Initiative at a HBCU in the South. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9319 ;
Chicago Manual of Style (16th Edition):
Davis, Jamie. “Intrusive Advising and Its Influence on First and Second Year Students: A Formative Evaluation of a Pilot Intrusive Advisng Initiative at a HBCU in the South.” 2015. Doctoral Dissertation, Florida State University. Accessed April 21, 2018.
http://purl.flvc.org/fsu/fd/FSU_migr_etd-9319 ;.
MLA Handbook (7th Edition):
Davis, Jamie. “Intrusive Advising and Its Influence on First and Second Year Students: A Formative Evaluation of a Pilot Intrusive Advisng Initiative at a HBCU in the South.” 2015. Web. 21 Apr 2018.
Vancouver:
Davis J. Intrusive Advising and Its Influence on First and Second Year Students: A Formative Evaluation of a Pilot Intrusive Advisng Initiative at a HBCU in the South. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2018 Apr 21].
Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9319 ;.
Council of Science Editors:
Davis J. Intrusive Advising and Its Influence on First and Second Year Students: A Formative Evaluation of a Pilot Intrusive Advisng Initiative at a HBCU in the South. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9319 ;
Montana State University
10.
Strizich, Lawrence John.
Assessment of distance education programs in the Montana University System.
Degree: 2010, Montana State University
URL: http://scholarworks.montana.edu/xmlui/handle/1/2363
► The purpose of this study was to examine the practices of faculty members and administrators in the state of Montana to determine how program level…
(more)
▼ The purpose of this study was to examine the practices of faculty members and administrators in the state of Montana to determine how program level assessment for distance delivered programs was being designed and conducted. Data collected for this qualitative study was in the form of transcripts of interviews conducted by the researcher. Participant campuses were selected by the Assistant Montana Commissioner for Higher
Education for Distance
Education. Participants were the identified with the assistance of campus distance
education directors at each of the campuses. The campuses identified are part of the Montana University System, and a fourth campus identified is a community college, administered in part by the Montana University System. Participants responded to a series of questions posed by the researcher. The transcripts of these interviews were analyzed for common themes, and these themes were then used to describe the methods currently being employed by faculty and administrators actively engaged in delivering distance
education programs.
Advisors/Committee Members: Chairperson, Graduate Committee: Betsy Palmer. (advisor).
Subjects/Keywords: Distance education Evaluation.
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APA (6th Edition):
Strizich, L. J. (2010). Assessment of distance education programs in the Montana University System. (Thesis). Montana State University. Retrieved from http://scholarworks.montana.edu/xmlui/handle/1/2363
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Strizich, Lawrence John. “Assessment of distance education programs in the Montana University System.” 2010. Thesis, Montana State University. Accessed April 21, 2018.
http://scholarworks.montana.edu/xmlui/handle/1/2363.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Strizich, Lawrence John. “Assessment of distance education programs in the Montana University System.” 2010. Web. 21 Apr 2018.
Vancouver:
Strizich LJ. Assessment of distance education programs in the Montana University System. [Internet] [Thesis]. Montana State University; 2010. [cited 2018 Apr 21].
Available from: http://scholarworks.montana.edu/xmlui/handle/1/2363.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Strizich LJ. Assessment of distance education programs in the Montana University System. [Thesis]. Montana State University; 2010. Available from: http://scholarworks.montana.edu/xmlui/handle/1/2363
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
11.
Wallace Keller, Nicole Leigh.
Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles.
Degree: 2015, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3736296
► School districts composed of a large number of high-poverty students are generally not found to be high-achieving (Chenoweth & Theokas, 2013). In Missouri, districts…
(more)
▼ School districts composed of a large number of high-poverty students are generally not found to be high-achieving (Chenoweth & Theokas, 2013). In Missouri, districts are assessed in accordance with the fifth edition of the Missouri School Improvement Program (MSIP) which results in an Annual Performance Report (APR) score (Missouri Department of Elementary and Secondary Education [MODESE], 2014d). School administrators of districts having two consecutive years of APR scores over 95% while having a student population composed of a large number of students receiving free or reduced price meals were recruited for a qualitative study. Interview questions were developed based on the Rosenholtz (1985) paper about effective, high-poverty, inner-city schools. The questions were designed to extract information about the ways in which building leaders decrease teacher isolation, maintain a skilled teaching staff, set and monitor goals, remove non-instructional tasks for teachers, and maintain a collaborative school culture. Upon analyzing interview data, seven common themes emerged: collaboration, relationships, consistency and stability, high expectations, clarifying tasks or objectives, using and analyzing data, and community support. Over 60% of Missouri schools report a 50% or higher free and reduced price meal rate among students (MODESE, 2014j), which leads to additional challenges for educators (Balfanz, 2011; Hagelskamp & DiStasi, 2012; Jensen, 2013). Besides adding to current data about high-achieving, high-poverty districts, this study provides evidence specific to Missouri educators that can be used to inform future practices.
Subjects/Keywords: Educational evaluation; Education
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APA ·
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APA (6th Edition):
Wallace Keller, N. L. (2015). Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3736296
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wallace Keller, Nicole Leigh. “Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles.” 2015. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3736296.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wallace Keller, Nicole Leigh. “Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles.” 2015. Web. 21 Apr 2018.
Vancouver:
Wallace Keller NL. Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles. [Internet] [Thesis]. Lindenwood University; 2015. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736296.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wallace Keller NL. Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles. [Thesis]. Lindenwood University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3736296
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Pendleton, Myra.
A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores.
Degree: 2016, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10027098
► The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender…
(more)
▼ The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers’ perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported quantitative findings from reading scores on the Acuity test for 396 students in grades two through eight, from four elementary and two middle schools within an urban district in Missouri. Acuity scores were examined in several ways: comparison of the means for coeducational and single-gendered classrooms by grade and gender, as well as Chi-Square test of significance and the analysis of variance. The findings of the study varied by grade level for single-gender and coeducation classrooms, but overall there was no significant difference. Using the qualitative method, this study reported findings from 36 teachers that were in six different groups. The researcher divided the teacher participants into six sample groups. Each group consisted of six subjects. Two groups taught single-gendered classes of the same sex. Another two groups taught single-gendered classes of the opposite sex as the instructor, and the last two groups taught coeducational classes. The results of the teacher perceptions indicated that a single-gendered classroom did not necessary alter student behavior. If student behavior was not altered, there was no expectation of positive change in student achievement. The overall findings of this study concluded that there was no significant difference in student achievement between single-gendered and coeducational classrooms in an urban setting. From this study, the researcher recommended that school leaders should cautiously embrace single-gendered classrooms, due to the notion that they do not necessarily fulfill the claims that supports previously made.
Subjects/Keywords: Educational evaluation; Education
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APA ·
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CSE |
Export
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APA (6th Edition):
Pendleton, M. (2016). A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027098
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pendleton, Myra. “A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores.” 2016. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=10027098.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pendleton, Myra. “A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores.” 2016. Web. 21 Apr 2018.
Vancouver:
Pendleton M. A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027098.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pendleton M. A Comparison of Single Gender and Coeducational Classrooms, Student Engagement, and Achievement Scores. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027098
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Hiles, Elisabeth.
Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools.
Degree: 2015, Pepperdine University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3731884
► The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The…
(more)
▼ The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8. The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom. Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices. The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions. If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.
Subjects/Keywords: Educational evaluation; Education
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Hiles, E. (2015). Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3731884
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hiles, Elisabeth. “Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools.” 2015. Thesis, Pepperdine University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3731884.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hiles, Elisabeth. “Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools.” 2015. Web. 21 Apr 2018.
Vancouver:
Hiles E. Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools. [Internet] [Thesis]. Pepperdine University; 2015. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3731884.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hiles E. Measuring parent perception and understanding of Montessori education at three Massachusetts Montessori schools. [Thesis]. Pepperdine University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3731884
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Dublin City University
14.
Mangan, Sinead.
School self-evaluation; improving infant literacy in a
DEIS school through a model of collaborative inquiry
and reflection.
Degree: School of Education Studies, 2014, Dublin City University
URL: http://doras.dcu.ie/20132/
► It is my intention in this thesis to explore the concept of School Self-Evaluation to improve infant literacy in a DEIS Band 2 primary school…
(more)
▼ It is my intention in this thesis to explore the concept of School Self-
Evaluation to improve infant literacy in a DEIS Band 2 primary school of diverse pupil population. The desired outcome of this research is to design an individualized reading methodology, a direct instructional paradigm for teaching reading in a rural multi-cultural school with 15 nationalities. This school-based action research approach is consistent with international trends and has become a very significant focus in improving quality in our schools (McNamara, O’Hara, 2008, Matthews, 2010). The research question that guided the study is simply: How can we improve our daily practice to raise literacy levels in infant classes?
The literature review focuses on literacy, school self-
evaluation, action research and motivational leadership. An action research methodology is used for systematic inquiry and the continual need for critique (Mc Niff, Whitehead, 2010), in order to identify school needs and develop action plans to support the change process.
A large volume of qualitative and quantitative data was generated and while I engaged in a mixed methods approach, quantitative findings are secondary to qualitative findings. The analysis is based on the literature, research data and my experience as Principal. Further timely validation of the research came during a pilot Whole School
Evaluation/Management Leadership and Learning Inspection. This is a process of external
evaluation of the work of a school carried out by the Department of
Education and Skills Inspectorate Division. ‘It affirms positive aspects of the school’s work and suggests areas for development’ (Department of
Education and Skills, 2010). The findings of the Inspectorate further added to our evidence base, authenticating our data and highlighting the importance of the leadership style of the Principal.
It is a principle argument of this cases-study that, internal
evaluation should be supported by external
evaluation, with constant reference to context and pupil population. Schools need to be taught how to self-evaluate, not investigated nor expected to comply with our present trends towards over-regulation. This study engages with a framework that represents the very meaningful empowerment of classteachers who crucially depend on the action and interactions of their leader, developing a shared collective responsibility, a bottom-up approach with top-down support. This is done by balancing what is best for individual pupils and what is best for our school community. ‘This is particularly important in educational communities of cultural diversity, where living together with difference calls for living together with understanding and tolerance’ (Taysum, A. 2010).
Findings also reveal that the necessity for early intervention if all pupils are to succeed to the best of their ability cannot be ignored as it is central to social inclusion and future life chances. If improving quality means ensuring sustainability of best practice, then leadership in this study involves empowering…
Advisors/Committee Members: McNamara, Gerry.
Subjects/Keywords: Education; Evaluation; Pedagogy
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APA ·
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Export
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APA (6th Edition):
Mangan, S. (2014). School self-evaluation; improving infant literacy in a
DEIS school through a model of collaborative inquiry
and reflection. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/20132/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mangan, Sinead. “School self-evaluation; improving infant literacy in a
DEIS school through a model of collaborative inquiry
and reflection.” 2014. Thesis, Dublin City University. Accessed April 21, 2018.
http://doras.dcu.ie/20132/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mangan, Sinead. “School self-evaluation; improving infant literacy in a
DEIS school through a model of collaborative inquiry
and reflection.” 2014. Web. 21 Apr 2018.
Vancouver:
Mangan S. School self-evaluation; improving infant literacy in a
DEIS school through a model of collaborative inquiry
and reflection. [Internet] [Thesis]. Dublin City University; 2014. [cited 2018 Apr 21].
Available from: http://doras.dcu.ie/20132/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mangan S. School self-evaluation; improving infant literacy in a
DEIS school through a model of collaborative inquiry
and reflection. [Thesis]. Dublin City University; 2014. Available from: http://doras.dcu.ie/20132/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Wuebbels, Paula J.
Effectiveness of Reading and Writing Across the Curriculum on Middle School Reading Comprehension and Preparation for Common Core State Standards.
Degree: 2014, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3645328
► This research study was conducted to determine the impact of determine the perception of classroom teachers and building principals as to the effectiveness of…
(more)
▼ This research study was conducted to determine the impact of determine the perception of classroom teachers and building principals as to the effectiveness of required Reading and Writing Across the Curriculum in both core and non-core subject areas. Both core and non-core classes are presently required within the study school district to incorporate reading and writing strategies in their content areas. The researcher wanted to study the process to prepare administrators and teachers to work successfully with the advent of required common core standards for curriculum development. Strategies used in the study will help gather information to inform the preparation of administrators and teachers who adopt the Common Core State Standards in the area of Reading and Writing Across the Curriculum. This research study was conducted to determine the impact of determine the perception of classroom teachers and building principals as to the effectiveness of required Reading and Writing Across the Curriculum in both core and non-core subject areas. Both core and non-core classes are presently required within the study school district to incorporate reading and writing strategies in their content areas. The researcher wanted to study the process to prepare administrators and teachers to work successfully with the advent of required common core standards for curriculum development. Strategies used in the study will help gather information to inform the preparation of administrators and teachers who adopt the Common Core State Standards in the area of Reading and Writing Across the Curriculum. This report was meant to extend the discussion between the effectiveness of reading and writing strategies in middle schools and preparing teachers for the Common Core State Standards. The author used a mixed method research design to find answers to her questions.
Subjects/Keywords: Education, Evaluation; Education, Reading
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APA (6th Edition):
Wuebbels, P. J. (2014). Effectiveness of Reading and Writing Across the Curriculum on Middle School Reading Comprehension and Preparation for Common Core State Standards. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3645328
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wuebbels, Paula J. “Effectiveness of Reading and Writing Across the Curriculum on Middle School Reading Comprehension and Preparation for Common Core State Standards.” 2014. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3645328.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wuebbels, Paula J. “Effectiveness of Reading and Writing Across the Curriculum on Middle School Reading Comprehension and Preparation for Common Core State Standards.” 2014. Web. 21 Apr 2018.
Vancouver:
Wuebbels PJ. Effectiveness of Reading and Writing Across the Curriculum on Middle School Reading Comprehension and Preparation for Common Core State Standards. [Internet] [Thesis]. Lindenwood University; 2014. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3645328.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wuebbels PJ. Effectiveness of Reading and Writing Across the Curriculum on Middle School Reading Comprehension and Preparation for Common Core State Standards. [Thesis]. Lindenwood University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3645328
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
Sorensen, Thomas R., Jr.
The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning| A Student Centered Perspective.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3450041
► Due to the increasing pressure of meeting the demands of No Child Left Behind, and reducing the achievement gap between subgroups of school populations,…
(more)
▼ Due to the increasing pressure of meeting the demands of No Child Left Behind, and reducing the achievement gap between subgroups of school populations, school administrators across the nation have implemented a variety of short classroom walk-through observations. A walk-through is defined as a 3-5 minute observation of the classroom teacher by the building principal resulting in a collection of data pertaining to classroom instruction. The ABC school district, the focus of this study, implemented classroom walk-throughs in an effort to improve teaching and learning and ultimately improve student achievement. My co-researchers and I analyzed the relationship between walk-through observations conducted in the ABC school district and subsequent performance on standardized Missouri Assessment Program (MAP) scores in the areas of Communication Arts and Mathematics. We also examined the possible effect of the walk-throughs on the dependent variables of summer school enrollment, number of students retained, and school climate as measured by the numbers of reported discipline referrals. Data were collected from 1,052 walk-through observations conducted at three middle schools in the ABC school district over a span of three years. Correlations were calculated on walk-through data to determine a possible relationship between the performance of walk-through observations and changes in the dependent variables. The findings showed a decrease in discipline referrals, summer school placement, and retention, and an increase in student achievement in regards to Communication Art MAP test scores and Mathematics MAP test scores. It cannot be concluded that the classroom walk-through observations are the reason for the increase in student achievement, however a correlation exists between the variables. It was important for the researchers to go beyond the data to effectively illustrate the potential importance of using walk-throughs to improve teaching. The analysis of the walk-through process was addressed from the perspective of students regarding the qualities of an effective teacher. Students are the main benefactors of the effort to improve teaching; however, they are often given little voice in determining what should be done to improve education. This study went beyond the data and incorporated the students’ voice into the school improvement process.
Subjects/Keywords: Education, Evaluation; Education, Teacher Training
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APA (6th Edition):
Sorensen, Thomas R., J. (2011). The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning| A Student Centered Perspective. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450041
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sorensen, Thomas R., Jr. “The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning| A Student Centered Perspective.” 2011. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3450041.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sorensen, Thomas R., Jr. “The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning| A Student Centered Perspective.” 2011. Web. 21 Apr 2018.
Vancouver:
Sorensen, Thomas R. J. The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning| A Student Centered Perspective. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450041.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sorensen, Thomas R. J. The Use of Classroom Walk-Through Observations as a Strategy to Improve Teaching and Learning| A Student Centered Perspective. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450041
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
17.
Albright, Melissa May Pemberton.
The Merit of Merit Pay.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3453880
► The purpose of this study was to examine the perceptions of Missouri educators and state education leaders toward merit pay. In addition, a secondary…
(more)
▼ The purpose of this study was to examine the perceptions of Missouri educators and state education leaders toward merit pay. In addition, a secondary purpose of this study was to examine the perceptions of educators on the impact of merit pay on recruiting and retaining highly-qualified teachers. Due to the current economic situation, districts are looking at ways to compensate teachers while recruiting and retaining highly-qualified teachers. Districts must continue to meet federal and state mandates to increase student achievement, and researchers have identified teacher quality as one such influence. Therefore, many believe the traditional salary schedule, which has been the predominate method of paying teachers for many years, is outdated and ineffective. In this study, the history of the traditional salary schedule, successful and unsuccessful merit pay programs, legislation, and alternatives to merit pay were examined. Utilizing a mixed-methods design, 219 surveys and 10 interviews were conducted. The survey return rate was 22% resulting from distributions of the surveys at the fall conferences of the MNEA and the MSTA. Additional surveys were distributed in two schools. A <i>t</i>-test was conducted to determine if perceptions of tenured and non-tenured teachers were different. The results of the surveys indicated Missouri educators and two educational organizations are overwhelmingly opposed to merit pay. Interviews revealed state education leaders are divided in their support of merit pay. The study disclosed a desire for all educators to be at the table as compensation plans are discussed, allowing for all parties to be involved in the decision process.
Subjects/Keywords: Education, Evaluation; Education, Administration
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APA (6th Edition):
Albright, M. M. P. (2011). The Merit of Merit Pay. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3453880
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Albright, Melissa May Pemberton. “The Merit of Merit Pay.” 2011. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3453880.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Albright, Melissa May Pemberton. “The Merit of Merit Pay.” 2011. Web. 21 Apr 2018.
Vancouver:
Albright MMP. The Merit of Merit Pay. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453880.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Albright MMP. The Merit of Merit Pay. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453880
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
18.
Kukstis, Sheila L.
An exploratory survey of the enrollment decisions of parents and guardians in four Catholic urban elementary schools of Greater Boston.
Degree: 2011, University of Massachusetts Boston
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3457413
► As competition from tuition-less local charter and public schools increases, urban parents and guardians have more options for educating their children. Many struggle financially…
(more)
▼ As competition from tuition-less local charter and public schools increases, urban parents and guardians have more options for educating their children. Many struggle financially yet still choose to pay tuition for their children to attend an urban Catholic school. This exploratory study looks at the reasons why these parents and guardians choose a Catholic education for their children. Over the course of six months in 2010, 850 surveys were sent to four Catholic urban elementary schools. One hundred and ninety-six parents and guardians in four urban Boston Catholic elementary schools completed surveys and participated in two focus groups. Two of the school sites had attached parishes and two sites were regional schools without attached parishes. The study also examined all families' participation in school activities and level of importance they attached to such participation. While religious events were identified as most meaningful, religious events came in last for the type of event attended by families. These data were also examined for any differences when family income was factored into consideration. The last section of this study examined the responses of only Catholic parents/guardians. For example, while 87% of the Catholic parents and guardians responded that the school's connection to the parish was somewhat or very much important to them, at the same time 56% of these same Catholic parents reported that they attend mass anywhere from never to once or twice a month. The implications for this and other results for the schools and the parishes attached are explored in this study. Finally, recommendations for future research are offered as a way to continue the work started in this exploratory study.
Subjects/Keywords: Education, Evaluation; Education, Elementary
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APA ·
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APA (6th Edition):
Kukstis, S. L. (2011). An exploratory survey of the enrollment decisions of parents and guardians in four Catholic urban elementary schools of Greater Boston. (Thesis). University of Massachusetts Boston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3457413
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kukstis, Sheila L. “An exploratory survey of the enrollment decisions of parents and guardians in four Catholic urban elementary schools of Greater Boston.” 2011. Thesis, University of Massachusetts Boston. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3457413.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kukstis, Sheila L. “An exploratory survey of the enrollment decisions of parents and guardians in four Catholic urban elementary schools of Greater Boston.” 2011. Web. 21 Apr 2018.
Vancouver:
Kukstis SL. An exploratory survey of the enrollment decisions of parents and guardians in four Catholic urban elementary schools of Greater Boston. [Internet] [Thesis]. University of Massachusetts Boston; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457413.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kukstis SL. An exploratory survey of the enrollment decisions of parents and guardians in four Catholic urban elementary schools of Greater Boston. [Thesis]. University of Massachusetts Boston; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457413
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Iowa State University
19.
Walker, Robert Bruce, II.
Business internships and their relationship with retention, academic performance, and degree completion.
Degree: 2011, Iowa State University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3458339
► The purpose of this study was to understand the relationship between internships and grade point average, retention, and persistence to degree completion for business…
(more)
▼ The purpose of this study was to understand the relationship between internships and grade point average, retention, and persistence to degree completion for business students in a private, not-for-profit, 4-year, liberal arts baccalaureate institution. Research has indicated benefits for students and schools involved in internship programs. Student retention and persistence has become an important measure of institutional efficiency. Student involvement, as well as academic and social integration, have been linked to increased retention and degree completion. A well-structured internship should increase student involvement and academic and social integration leading to increased retention, persistence, and degree completion. This study sought to answer the following research questions: (1) Does participation in a student internship impact overall, final GPA? (2) Does participation in a student internship significantly improve GPA for the semesters following an internship compared to prior semesters? (3) Does participation in a student internship have an impact on GPA for the area of study as opposed to the GPA for other courses? (4) Does participation in a student internship impact persistence or the probability of completion to graduation? (5) Does participation in a student internship impact the timeliness of graduation? (6) If an internship is beneficial, when in a student's academic career is the optimal time to complete an internship? Studies on the effects of student performance, as measured by grade point average, have been limited and have shown mixed results. If it is determined that internships play a strong role in success for business students, such experiences would give confidence and weight to making internships a requirement in an undergraduate curriculum in business majors.
Subjects/Keywords: Education, Evaluation; Education, Business
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APA ·
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APA (6th Edition):
Walker, Robert Bruce, I. (2011). Business internships and their relationship with retention, academic performance, and degree completion. (Thesis). Iowa State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3458339
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Walker, Robert Bruce, II. “Business internships and their relationship with retention, academic performance, and degree completion.” 2011. Thesis, Iowa State University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3458339.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Walker, Robert Bruce, II. “Business internships and their relationship with retention, academic performance, and degree completion.” 2011. Web. 21 Apr 2018.
Vancouver:
Walker, Robert Bruce I. Business internships and their relationship with retention, academic performance, and degree completion. [Internet] [Thesis]. Iowa State University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3458339.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Walker, Robert Bruce I. Business internships and their relationship with retention, academic performance, and degree completion. [Thesis]. Iowa State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3458339
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
The University of Alabama
20.
Bourke, Nicholas F.
Residential environmental education program evaluation practices and needs.
Degree: 2011, The University of Alabama
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3461030
► The study examined the current program evaluation practices of residential environmental education centers (REEC) and the needs of the center program directors and other…
(more)
▼ The study examined the current program evaluation practices of residential environmental education centers (REEC) and the needs of the center program directors and other center stakeholders in regard to program evaluations. Presently, a lack of quality systematic evaluation has been noted in the area of environmental education. This is problematic given that evaluation is critical to the design of quality education experiences. This mixed methods case study involved a survey of 114 residential environmental education center directors across the United States, and a case study of a residential environmental center in the Southeast United States. The survey provided information regarding the program evaluation practices and needs of the center directors. Semi-structured interviews were conducted as part of a case study of a single residential center in the Southeast United States. Interviews of various stakeholders of the residential center provided a deeper contextualized understanding of their perspectives of program evaluation. Analysis of survey data and narrative insights from the case study of “Camp Davis” revealed that residential centers evaluate programs using a variety of methods, but lack effective methods of evaluating important center goals. This study portrays the multi-dimensional needs REECs would like to address in their processes of evaluation, and expressed need for assistance to improve their evaluation practices.
Subjects/Keywords: Education, Environmental; Education, Evaluation
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APA ·
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Export
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APA (6th Edition):
Bourke, N. F. (2011). Residential environmental education program evaluation practices and needs. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3461030
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bourke, Nicholas F. “Residential environmental education program evaluation practices and needs.” 2011. Thesis, The University of Alabama. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3461030.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bourke, Nicholas F. “Residential environmental education program evaluation practices and needs.” 2011. Web. 21 Apr 2018.
Vancouver:
Bourke NF. Residential environmental education program evaluation practices and needs. [Internet] [Thesis]. The University of Alabama; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3461030.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bourke NF. Residential environmental education program evaluation practices and needs. [Thesis]. The University of Alabama; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3461030
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21.
Kreide, Anita Therese.
Literacy Achievement in Nongraded Classrooms.
Degree: 2011, Loyola Marymount University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3473583
► This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage)…
(more)
▼ This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study's independent variable to measure student performance. A matched control was utilized in which nongraded students were compared with graded students based on gender, ethnicity, and date of birth. Data analysis included independent samples t-test, analysis of variance (ANOVA), and effect size. Results showed that nongraded students had a significant advantage over their graded counterparts in literacy achievement (p=0.000). Effect size for the matched group increased with length of exposure in the nongraded program from Cohen's d=0.49 to d=0.99. It is difficult to determine if significant outcomes were the result of classroom structure or instructional strategies used in the nongraded setting. However, a unique quality of this study involves the rare conditions and matched control design that allowed for variables to be controlled, which have yet to be simultaneously accounted for in multiage studies to date. Based on the results, this study suggested that nongraded education, by responding to the developmental nature of children in the classroom, may offer a viable alternative to the graded system. In nations such as Australia, New Zealand, Netherlands, Finland, and Canada with the highest literacy rates in the world, nongraded classrooms are common educational practice.
Subjects/Keywords: Education, Evaluation; Education, Policy
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APA ·
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APA (6th Edition):
Kreide, A. T. (2011). Literacy Achievement in Nongraded Classrooms. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3473583
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kreide, Anita Therese. “Literacy Achievement in Nongraded Classrooms.” 2011. Thesis, Loyola Marymount University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3473583.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kreide, Anita Therese. “Literacy Achievement in Nongraded Classrooms.” 2011. Web. 21 Apr 2018.
Vancouver:
Kreide AT. Literacy Achievement in Nongraded Classrooms. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473583.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kreide AT. Literacy Achievement in Nongraded Classrooms. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473583
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
22.
Mills-Walker, Shelly.
Triple A| Alternative for At-Risk Adolescents?.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3474299
► The purpose of this quantitative, causal comparative study was to examine the extent to which attending an alternative educational program at some point during…
(more)
▼ The purpose of this quantitative, causal comparative study was to examine the extent to which attending an alternative educational program at some point during high school could likely influence the graduation rate of at-risk students in an urban school district in the state of Missouri. Four years of nonrandom samples of graduation data from 2006 through 2010 were retrieved from the district’s student information system specific to race, ethnicity, gender, socioeconomic status, and special education services. The 4 years of nonrandom samples were averaged, and the mean graduation rates of these populations of adolescents were calculated and compared to measure statistical significance. Statistical analysis of the data using the <i> t</i> test, <i>F</i> test, and variance analysis suggested the African-American students with discipline issues who attended an alternative school at some point during high school experienced statistically significant higher mean graduation rates compared to the African-American students with discipline issues who only attended the traditional high school. Other variables statistically assessed for higher rates of graduation were the student’s socioeconomic status, ethnicity (non-African- American), gender, and special education services. Although in some cases the mean rate of graduation of the students who attended an alternative program was higher than their like-peers in the traditional school, the results from these variables did not show evidence of statistical significance. The implications suggest the need for educational leaders to assess the qualities specific to an alternative school setting that may assist African-American. Furthermore, the data raises a question regarding the effectiveness of the traditional high school staff and school environment in meeting the needs of the African-American population of students receiving special education services in a traditional school setting.
Subjects/Keywords: Education, Evaluation; Education, Secondary
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Mills-Walker, S. (2011). Triple A| Alternative for At-Risk Adolescents?. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3474299
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mills-Walker, Shelly. “Triple A| Alternative for At-Risk Adolescents?.” 2011. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3474299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mills-Walker, Shelly. “Triple A| Alternative for At-Risk Adolescents?.” 2011. Web. 21 Apr 2018.
Vancouver:
Mills-Walker S. Triple A| Alternative for At-Risk Adolescents?. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mills-Walker S. Triple A| Alternative for At-Risk Adolescents?. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474299
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
Anderson, Lisa D.
A Descriptive Study of the Relationship Between Teacher Mentoring Programs and Retention Rates.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3479289
► The design of this descriptive study is to identify those factors contributing to the high rate of early career teacher attrition and to identify…
(more)
▼ The design of this descriptive study is to identify those factors contributing to the high rate of early career teacher attrition and to identify a means for its reduction. The subjects for this study were limited to teachers from the southwest section of a Midwestern state. Five school districts were randomly selected based upon the researcher having previously met school district personnel in various professional settings and request letters were sent to superintendents and building principals. Voluntary teacher participation in completing a short, internet-based survey served as the basis with five districts responding. These districts, while confined to a southwest portion of a Midwestern state, are demographically representative of school districts across the nation by including both suburban and rural. Additionally, districts included in the distribution of this survey dispersed across the socio-economic spectrum as well as being representative in along the continuum in areas of ethnicity, free/reduced lunch, and other special populations. The researcher developed the survey instrument for this study. Responses from the survey were limited to data collected during the 2008 school year. A longer period of data collection could be beneficial in order to identify existing trends. Implementing a formal mentoring program has surfaced as a vital tool in shaping educators today. Additionally, these programs need to be comprehensive, coherent, and sustained in order to be effective. They should incorporate many activities and serve many people while also being logically connected and supportive, making a smooth transition for new teachers as they engage in professional development programs offered by their districts (Portner, 2005). The focus was to determine whether the 51 responding teachers in a small, southwest region of a Midwestern state value participation in a mentoring program within the first five years as an important factor in teacher retention.
Subjects/Keywords: Education, Evaluation; Education, Administration
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APA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Anderson, L. D. (2011). A Descriptive Study of the Relationship Between Teacher Mentoring Programs and Retention Rates. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3479289
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Anderson, Lisa D. “A Descriptive Study of the Relationship Between Teacher Mentoring Programs and Retention Rates.” 2011. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3479289.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Anderson, Lisa D. “A Descriptive Study of the Relationship Between Teacher Mentoring Programs and Retention Rates.” 2011. Web. 21 Apr 2018.
Vancouver:
Anderson LD. A Descriptive Study of the Relationship Between Teacher Mentoring Programs and Retention Rates. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3479289.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Anderson LD. A Descriptive Study of the Relationship Between Teacher Mentoring Programs and Retention Rates. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3479289
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
24.
Hladky, Susan.
Elementary Students' Perceptions of Teachers| Factors That Influence Achievement.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3481134
► This quantitative study (a) examined third grade students' perceptions of teachers in relation to care, respect, help, and motivation to succeed; (b) examined relationships…
(more)
▼ This quantitative study (a) examined third grade students' perceptions of teachers in relation to care, respect, help, and motivation to succeed; (b) examined relationships among achievement, gender, socioeconomic status, and ethnicity and students' perceptions of their teachers, and (c) identified the relationship of students' perceptions as they relate to higher levels of achievement. The research question that formed the basis of this study was: What is the relationship among student achievement, gender, socioeconomic status, ethnicity, and third grade students' perceptions of their teachers? A correlational research design was used to identify relationships among students' perceptions of teachers, gender, socioeconomic status, ethnicity, and achievement. Third grade students from a large Midwestern metropolitan school district completed a perceptual survey designed to identify school climate from a student's perspective. Secondary source data was collected from the school district in order to ascertain student achievement gains over the course of one school year. This study revealed there was a weak relationship in cases comparing students' perceptions of teacher characteristics to higher levels of achievement. The sample of the total population compared to each of the sub groups did not demonstrate a difference in student perceptions of teachers with regard to caring, support, and respect. While the findings demonstrated only a weak relationship between student perceptions and higher levels of achievement, additional knowledge about how students learn and interact in the classroom environment can be gleaned from the study. The important contribution of this study is the significance of developing and maintaining classroom environments that support positive relationships between young students and teachers. The student perception data can be used as a part of the school improvement planning process, assisting school personnel in developing strategies that will lead to increased student achievement for all students. Findings can also be used to plan professional development for teachers, assist in the teacher selection process, and plan pre-service and beginning teacher development programs.
Subjects/Keywords: Education, Evaluation; Education, Elementary
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APA (6th Edition):
Hladky, S. (2011). Elementary Students' Perceptions of Teachers| Factors That Influence Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481134
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hladky, Susan. “Elementary Students' Perceptions of Teachers| Factors That Influence Achievement.” 2011. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3481134.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hladky, Susan. “Elementary Students' Perceptions of Teachers| Factors That Influence Achievement.” 2011. Web. 21 Apr 2018.
Vancouver:
Hladky S. Elementary Students' Perceptions of Teachers| Factors That Influence Achievement. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481134.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hladky S. Elementary Students' Perceptions of Teachers| Factors That Influence Achievement. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481134
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
25.
Warren, Rebecca Anne.
The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3481165
► The purpose of this quantitative comparative study was to evaluate the Positive Alternative Credit Experience (PACE) Program using an objectives-oriented approach to a formative…
(more)
▼ The purpose of this quantitative comparative study was to evaluate the Positive Alternative Credit Experience (PACE) Program using an objectives-oriented approach to a formative program evaluation. The PACE Program was a semester-long high school alternative education program designed to serve students at-risk for academic failure or dropping out and was operated by a large suburban school district located in St. Louis, Missouri. The outcome objectives of the program were to improve student success as measured by (a) an increase in grade point average (GPA), (b) an increase in attendance rate, (c) a decrease, or elimination of out-of-school suspension (OSS) rate, and (d) a decrease or elimination of dropout rate. Outcome data collected from a sample of students who attended the PACE Program in 2008-2009 were compared to outcome data collected from a Matched Sample of students with matching descriptive and demographic characteristics who did not participate in the program in 2008–2009. Data analysis determined if there was a significant difference in measured student success when comparing the PACE Sample (students who attended the PACE Program and subsequently returned to their home schools for one semester), with a Matched Sample (students who attended a traditional high school during this same timeframe). Purposive sampling was used to select the PACE Sample, and stratified random sampling was used to select the Matched Sample. The PACE Sample of 36 students was comprised of a Semester I PACE Cohort of 18 students and a Semester II PACE Cohort of 18 students. The Matched Sample and Semester I and II Matched Cohorts were identical in size. When the descriptive and demographic characteristic variables of the PACE and Matched Cohorts and Samples were statistically compared, there were no significant differences on the descriptive characteristic variables of cumulative GPA, attendance rate, and OSS rate. The descriptive characteristic variable of current GPA of the Matched Sample was significantly higher, however, than the current GPA of the PACE Sample. When demographic characteristic variables of the PACE and Matched Samples were statistically compared there were no significant differences in grade level, ethnicity, residence, gender, Individualized Education Plan (IEP) status, and Free and Reduced Lunch (FRL) status. The results of data analysis did not show statistically significant differences in the outcome variables of GPA (cumulative and current), attendance rate, and OSS rate of the PACE or Matched Samples. However, when the outcome variable of dropout rate was analyzed, there was a statistically significant increase in the dropout rate of the Matched Sample. The results of data analysis also revealed that the Matched Sample had a higher dropout when compared to the PACE Sample, and this difference was also statistically significant.
Subjects/Keywords: Education, Evaluation; Education, Instructional Design
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APA ·
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APA (6th Edition):
Warren, R. A. (2011). The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481165
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Warren, Rebecca Anne. “The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study.” 2011. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3481165.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Warren, Rebecca Anne. “The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study.” 2011. Web. 21 Apr 2018.
Vancouver:
Warren RA. The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481165.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Warren RA. The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481165
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26.
Shelmire, Amanda E.
School-Within-a-School and its Effectiveness as Measured by Improved Grades, Increased Attendance, and Student Satisfaction.
Degree: 2012, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3481648
► Although the number of high school students not graduating is alarming, a successful transition from middle school to high school can place students on…
(more)
▼ Although the number of high school students not graduating is alarming, a successful transition from middle school to high school can place students on the path toward graduation. In 2009, a large, suburban high school implemented a school-within-a-school program to help ease this difficult transition for incoming, at-risk freshmen students. The school-within-a-school program assists students before they begin to struggle while providing them with a team teaching approach within the traditional high school setting. The purpose of this study was to evaluate the effectiveness of the school-within-a-school program on student success, using the school district's outcome measures of grades and attendance, while also using data gathered from surveys to examine students' perceptions of the program. This study indicated that a one-year, voluntary school-within-a-school program consisting of approximately 15 students per class was able to meet the needs of at-risk freshmen by decreasing the number of semester F's and changing their perceptions of school as compared to their middle school experiences. Overall, the participants were satisfied and perceived the school-within-a-school program to be beneficial. While results revealed that the program increased students' academic achievement and their perceptions of school while enrolled in the program, it did not have a statistically significant difference on student attendance. This study will be beneficial to other school districts seeking the implementation of a transitional alternative program in the traditional school setting for at-risk freshmen.
Subjects/Keywords: Education, Evaluation; Education, Secondary
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APA ·
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APA (6th Edition):
Shelmire, A. E. (2012). School-Within-a-School and its Effectiveness as Measured by Improved Grades, Increased Attendance, and Student Satisfaction. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481648
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Shelmire, Amanda E. “School-Within-a-School and its Effectiveness as Measured by Improved Grades, Increased Attendance, and Student Satisfaction.” 2012. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3481648.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shelmire, Amanda E. “School-Within-a-School and its Effectiveness as Measured by Improved Grades, Increased Attendance, and Student Satisfaction.” 2012. Web. 21 Apr 2018.
Vancouver:
Shelmire AE. School-Within-a-School and its Effectiveness as Measured by Improved Grades, Increased Attendance, and Student Satisfaction. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481648.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shelmire AE. School-Within-a-School and its Effectiveness as Measured by Improved Grades, Increased Attendance, and Student Satisfaction. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481648
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
27.
Boudreaux, Wilbert.
Distributed leadership and high-stakes testing| Examining the relationship between distributed leadership and LEAP scores.
Degree: 2011, Southeastern Louisiana University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3482420
► Educational stakeholders are aware that school administration has become an incredibly intricate dynamic that is too complex for principals to handle alone. Test-driven accountability…
(more)
▼ Educational stakeholders are aware that school administration has become an incredibly intricate dynamic that is too complex for principals to handle alone. Test-driven accountability has made the already daunting task of school administration even more challenging. Distributed leadership presents an opportunity to explore increased leadership capacity by democratizing the decision-making process and vesting leadership activity to segments of the educational community traditionally viewed as followers. The purpose of this study was to investigate the relationship between distributed leadership and student achievement as measured by Louisiana Educational Assessment Program (LEAP) assessments. The data were analyzed utilizing a quantitative methodological approach. Correlation coefficients were calculated to determine the strength and direction of the relationship between teacher perception of the collective effects, seven dimensions, and three forms of distributed leadership and student achievement. The results of correlational analyses indicated that the relationships between the collective effects of distributed leadership and academic achievement as measured by standardized LEAP ELA and math assessments were statistically non-significant at all performance levels of student achievement (e.g., Advanced, Mastery, Basic, Approaching Basic, and Unsatisfactory). There were statistically significant relationships between three dimensions of distributed leadership and the LEAP ELA assessment. Those dimensions include school culture, teacher leadership, and principal leadership. However, the significant relationships occurred only at the mastery achievement level. There were also statistically significant relationships between three forms of distributed leadership and the LEAP ELA assessment. Those forms include spontaneous collaboration, intuitive working relations, and institutionalized practices. These significant relationships also occurred only at the mastery achievement level. There were no significant relationships between any dimension or form of distributed leadership and the LEAP math assessment at any achievement level.
Subjects/Keywords: Education, Evaluation; Education, Leadership
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APA ·
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CSE |
Export
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APA (6th Edition):
Boudreaux, W. (2011). Distributed leadership and high-stakes testing| Examining the relationship between distributed leadership and LEAP scores. (Thesis). Southeastern Louisiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3482420
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Boudreaux, Wilbert. “Distributed leadership and high-stakes testing| Examining the relationship between distributed leadership and LEAP scores.” 2011. Thesis, Southeastern Louisiana University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3482420.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Boudreaux, Wilbert. “Distributed leadership and high-stakes testing| Examining the relationship between distributed leadership and LEAP scores.” 2011. Web. 21 Apr 2018.
Vancouver:
Boudreaux W. Distributed leadership and high-stakes testing| Examining the relationship between distributed leadership and LEAP scores. [Internet] [Thesis]. Southeastern Louisiana University; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482420.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Boudreaux W. Distributed leadership and high-stakes testing| Examining the relationship between distributed leadership and LEAP scores. [Thesis]. Southeastern Louisiana University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482420
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Missouri – Columbia
28.
Nelson, Laura.
Utilization-focused evaluation of the program evaluation process of a Missouri school district.
Degree: 2011, University of Missouri – Columbia
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3484031
► The purpose of this study was to provide a utilization-focused evaluation (Patton, 1997) of a Missouri School District (hereafter referred to as The School…
(more)
▼ The purpose of this study was to provide a utilization-focused evaluation (Patton, 1997) of a Missouri School District (hereafter referred to as The School District) program evaluation process. The distinguishing feature of the utilization-focused evaluation (UFE) approach is that it emphasizes intended use by clearly identified intended users. For this UFE, the primary intended user was the superintendent of a Kindergarten-12 (K-12) school district in Missouri; other stakeholders for this study were identified as the highest level of leadership within The School District. This group of stakeholders is collectively referred to as the superintendent’s cabinet. Literature suggests that the K-12 arena is not populated with professional program evaluators. As a result, evaluations typically emphasize outcomes at the expense of process assessment while also prioritizing compliance needs ahead of other stakeholder interests (Eddy & Berry, 2007). The problem addressed by this study was that The School District had not yet determined how to implement program evaluations that are routinely capable of maximizing the use of stakeholder time, overcoming geographic constraints, and providing anonymity where necessary while still promoting organizational knowledge creation (Nonaka & Takeuchi, 1995). The School District needed a program evaluation model that balanced organizational knowledge creation with cost effectiveness, efficiency, and compliance. This study employed qualitative research processes and used the social construction of reality theory as a conceptual underpinning. The use of qualitative processes allowed for the collection of rich, thick descriptions (Merriam, 1998), which was particularly important given that the social construction of reality theory is predicated upon the importance of words, phrases, and narratives to construct meaning and diffuse knowledge (Berger & Luckmann, 1967). The chief research question asked whether or not a site-specific model for program evaluation could be generated. In response to the question, the study found that specific tools and processes could be generated. By implementing these tools, procedural issues could be rectified, which would, in turn, impact four facets of the organization: human relations, political, symbolic, and structural. However, the research also indicated a need for a fluidity in thought and practice that transcends the discrete processes normally conceived of within the confines of a model or what Morgan (1997) would call a “flexible style of organization and management” (p.44). Consequently, the study resulted in two types of conclusions— procedural and process-use. Of particular interest is that the research findings could be aligned to three of the four evaluation industry-wide indicators of process use: enhancing shared understandings, increasing engagement, and program and organizational development (Patton, 1997; King, 2007; Harner & Preskill, 2007). The most…
Subjects/Keywords: Education, Evaluation; Education, Administration
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nelson, L. (2011). Utilization-focused evaluation of the program evaluation process of a Missouri school district. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3484031
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nelson, Laura. “Utilization-focused evaluation of the program evaluation process of a Missouri school district.” 2011. Thesis, University of Missouri – Columbia. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3484031.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nelson, Laura. “Utilization-focused evaluation of the program evaluation process of a Missouri school district.” 2011. Web. 21 Apr 2018.
Vancouver:
Nelson L. Utilization-focused evaluation of the program evaluation process of a Missouri school district. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3484031.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nelson L. Utilization-focused evaluation of the program evaluation process of a Missouri school district. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3484031
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Missouri – Columbia
29.
Steel, Victoria A.
Evaluating the engaged institution| The conceptualizations and discourses of engagement.
Degree: 2011, University of Missouri – Columbia
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3484580
► Over the past two decades there have been growing public dialogues around the concern that institutions of higher education and the faculty, staff and…
(more)
▼ Over the past two decades there have been growing public dialogues around the concern that institutions of higher education and the faculty, staff and students within them, are disengaged – separated and unconcerned with issues beyond their immediate environments, both physical and social. A concomitant discourse has emerged in higher education and its associated institutions towards greater engagement: of students with their learning and community service; of faculty and staff with applied research and public scholarship; and of internal groups with external communities. At the broadest level, this concept culminates with the representation that the institution as a whole is engaged as an organizational citizen on a local, regional, national or global level. Engaged higher education is being promoted by a variety of stakeholders each with differing philosophies and accompanying discourses as to the role of higher education as a whole and the expectations of institutions of higher education. As a relatively new term applied to the activities of higher education, engagement is an emerging conception that is presently being constructed and defined by actors within and outside of higher education. As these conceptions are expressed and given form, systems and measures of evaluating the accomplishment of engagement are being developed. The activity and process of evaluation defines measures, refines concepts, directs resources and shapes policy. Evaluation systems and the evaluative measures themselves focus attention on select aspects of the broader issue. Thus, the discourses that are invoked to support the evaluation of engagement and the construction and selection of the measures are simultaneously revealing and setting the boundaries for problem and solution conceptualization. For institutions of higher education to respond to measures of engagement, and/or for outside stakeholders to perceive higher education as engaged, an understanding of the meaning of engagement and the accompanying underlying values and beliefs within these discourse communities is necessary. Analyzing the discourses surrounding engaged higher education evaluation reveals assumptions of validly measurable engaged activity and perceptions of attainment. The analysis also reveals the more influential discourses in the role that higher education “should” be playing within the broader society and the implied successes or failings of higher education in meeting this role, at this point in time, from the perspectives of these engagement evaluation communities. This study examined the discourse(s) within the engagement movement, and in particular two systems – The North Central Association-Higher Learning Commission (NCA:HLC) and The Carnegie Foundation for the Advancement of Teaching (CFAT) – that address the evaluation of engagement at an institutional level. Using an interpretivist approach toward achieving a meaningful understanding of actor’s frames of reference…
Subjects/Keywords: Education, Evaluation; Education, Higher
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APA ·
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Export
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APA (6th Edition):
Steel, V. A. (2011). Evaluating the engaged institution| The conceptualizations and discourses of engagement. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3484580
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Steel, Victoria A. “Evaluating the engaged institution| The conceptualizations and discourses of engagement.” 2011. Thesis, University of Missouri – Columbia. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3484580.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Steel, Victoria A. “Evaluating the engaged institution| The conceptualizations and discourses of engagement.” 2011. Web. 21 Apr 2018.
Vancouver:
Steel VA. Evaluating the engaged institution| The conceptualizations and discourses of engagement. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3484580.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Steel VA. Evaluating the engaged institution| The conceptualizations and discourses of engagement. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3484580
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
30.
Weissflug, Kenneth George.
Effects of Positive Behavior Support Programs on Student Behaviors.
Degree: 2012, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3487784
► This study was conducted in order to examine the effects of a positive behavior intervention program in a middle-school setting. Over the course of…
(more)
▼ This study was conducted in order to examine the effects of a positive behavior intervention program in a middle-school setting. Over the course of many years, Rogers Middle School has had chronic discipline problems as evidenced by the number of behavioral referrals by teachers to the principals' offices. As discipline problems increased, student classroom performance seemed to decrease. In the school year 2002–03, Rogers Middle School implemented a program called Positive Behavior Intervention Support (PBIS) to address the discipline problems. The program objective was to improve student achievement by improving behaviors. This study allowed the researcher to examine the effectiveness of using PBIS to improve student behavior and increase academic achievement. The purpose of this study was to determine if there was a statistically significant difference in behaviors and academic achievement between two cohorts of students (one pre-PBIS and one post-PBIS) in a school with chronic discipline problems. The hypothesis for this study was that PBIS used in place of punitive disciplinary measures will improve student behavior, as measured by student discipline referrals and that PBIS used in place of punitive disciplinary measures will increase academic achievement, as measured by Lexile reading scores and student grades. Statistical analysis of behavioral referrals, grade point averages and Lexile reading scores comparing Cohort I (pre-PBIS) during the years 2003 to 2005 to Cohort II (post-PBIS) during the years 2005 to 2007 indicated that PBIS had no statistically significant impact on student behavior or academic performance. School personnel were trained in the use of PBIS, but once implemented, the process was not measured or managed. The most salient finding of this study, therefore, was the importance of successful program implementation. Ensuring the staff carries out the right strategies in the right way may improve the effectiveness of a PBIS program. Therefore, a recommendation for future research is to not only measure outcomes, but also and at the same time, measure the process. Such a study may show that the more the process is followed, the more behaviors and student achievement improve.
Subjects/Keywords: Education, Evaluation; Education, Educational Psychology
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Weissflug, K. G. (2012). Effects of Positive Behavior Support Programs on Student Behaviors. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3487784
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Weissflug, Kenneth George. “Effects of Positive Behavior Support Programs on Student Behaviors.” 2012. Thesis, Lindenwood University. Accessed April 21, 2018.
http://pqdtopen.proquest.com/#viewpdf?dispub=3487784.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Weissflug, Kenneth George. “Effects of Positive Behavior Support Programs on Student Behaviors.” 2012. Web. 21 Apr 2018.
Vancouver:
Weissflug KG. Effects of Positive Behavior Support Programs on Student Behaviors. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2018 Apr 21].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487784.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Weissflug KG. Effects of Positive Behavior Support Programs on Student Behaviors. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487784
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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Open Access Theses and Dissertations