subject:(education policy)

University of Edinburgh

1. Howieson, Cathy. Reforming designs : education and training in Scotland and Higher Still.

Degree: 2008, University of Edinburgh

► This thesis is concerned with the organisation of education and training systems and the extent to which their design may challenge or reinforce social inequalities.… (more)

▼ This thesis is concerned with the organisation of education and training systems and the extent to which their design may challenge or reinforce social inequalities. In modern societies, people’s life chances are inextricably linked to the education they are able to access and the knowledge and skills (typically manifested through formal qualifications) they acquire, thus how countries organise their education and training systems is of fundamental importance in determining the opportunities available to its citizens and to their life chances. The specific focus of the thesis is on the design and organisation of post compulsory education and training systems - a stage that represents a particular challenge for policy-makers - and within that, on how systems might conceptualise academic and vocational learning in more productive ways. Education systems are not context-free structures: the design of a nation’s education and training system provides a window onto its traditions, its social values and economic stance, and its current preoccupations and ambitions for itself. Thus the thesis uses the example of the Higher Still reform of post compulsory education and training in Scotland (from 1999 onwards) to reflect more generally on education and social inequalities in Scotland and to ask how we should understand the way in which Scotland has approached reform of its education and training provision. It seeks to explicate the reasons for the adoption of the Higher Still reform strategy, to identify the factors that determined its specific design and development and to reflect on how the particular reform strategy embodied by Higher Still relates to certain aspects of the Scottish context and its policy processes. The thesis then examines the institutional response to Higher Still and its impact on the opportunities available to young people. It locates the Higher Still example within the broader field of education policy, considering what the experience of the Higher Still reform reveals about the possibilities of re-designing an education and training system in ways which promote social equality and the scope for manoeuvre that policy-makers, in a specific national context, have in relation to system reform.

Subjects/Keywords: Education; Education Policy

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APA (6^th Edition):

Howieson, C. (2008). Reforming designs : education and training in Scotland and Higher Still. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3308

Chicago Manual of Style (16^th Edition):

Howieson, Cathy. “Reforming designs : education and training in Scotland and Higher Still.” 2008. Doctoral Dissertation, University of Edinburgh. Accessed June 18, 2019. http://hdl.handle.net/1842/3308.

MLA Handbook (7^th Edition):

Howieson, Cathy. “Reforming designs : education and training in Scotland and Higher Still.” 2008. Web. 18 Jun 2019.

Vancouver:

Howieson C. Reforming designs : education and training in Scotland and Higher Still. [Internet] [Doctoral dissertation]. University of Edinburgh; 2008. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1842/3308.

Council of Science Editors:

Howieson C. Reforming designs : education and training in Scotland and Higher Still. [Doctoral Dissertation]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/3308

2. Maxwell, Lindsay. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.

Degree: M. Ed., Education, 2011, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/248

► Youth are traditionally excluded from meaningful participation as decision-makers in educational reform. Over the popular social networking website Facebook, youth demonstrate sustained awareness, engagement and… (more)

Subjects/Keywords: Education Policy.

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APA (6^th Edition):

Maxwell, L. (2011). Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/248

Chicago Manual of Style (16^th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Masters Thesis, National Library of Canada. Accessed June 18, 2019. http://scholar.uwindsor.ca/etd/248.

MLA Handbook (7^th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Web. 18 Jun 2019.

Vancouver:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2019 Jun 18]. Available from: http://scholar.uwindsor.ca/etd/248.

Council of Science Editors:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/248

3. Plowman, Jeremy|Willich, Corey|Siebert, Todd. Identifying effective measures for a statewide accountability system.

Degree: 2011, Saint Louis University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194

► This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use… (more)

▼ This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use a variety of accountability measures to evaluate their schools. The inconsistent measures can create misrepresentations of how well or how poorly schools are educating their students. Two identical schools in different states can receive entirely different rankings based on the measures applied from their respective state accountability systems. The purpose of this project was to provide recommendations to state policymakers and state department of education officials on what accountability measures should be included in their state accountability systems. The project team conducted a review of literature to create criteria and indicators for effective accountability measures. An expert panel provided feedback to the project team to evaluate and strengthen the criteria and indicators. The four criteria are: (a) status versus growth models of measuring student achievement results; (b) setting content and proficiency standards on high-stakes tests; (c) components of high-stakes tests; and (d) other accountability measures. The team‘s project was a policy analysis comparing 17 selected states‘ current accountability policies to the team-created criteria and indicators. The team reported an overall analysis of its findings by state and by indicator. The project revealed that there were vast differences among the states examined in how they determine the effectiveness of schools in their state accountability systems. The project team offered seven recommendations to state policymakers and department of education officials. The findings of the project are that some states have begun implementing many of the recommendations of the project team. However, it is imperative that states use a growth measure for high-stakes testing results rather than using a status measure exclusively. States must also continue to create valid and reliable assessments that go beyond multiple-choice in math, reading, and science only. Measures other than high-stakes testing are just as important when evaluating schools. Current initiatives, such as Common Core State Standards (CCSS), Race to the Top, and SMARTER Balanced Assessment Consortium (SBAC), are providing incentives to states to adopt many of the accountability measures the team is recommending.

Subjects/Keywords: Education; Policy

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

APA (6^th Edition):

Plowman, Jeremy|Willich, Corey|Siebert, T. (2011). Identifying effective measures for a statewide accountability system. (Thesis). Saint Louis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3475194

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

Chicago Manual of Style (16^th Edition):

Plowman, Jeremy|Willich, Corey|Siebert, Todd. “Identifying effective measures for a statewide accountability system.” 2011. Thesis, Saint Louis University. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3475194.

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

MLA Handbook (7^th Edition):

Plowman, Jeremy|Willich, Corey|Siebert, Todd. “Identifying effective measures for a statewide accountability system.” 2011. Web. 18 Jun 2019.

Vancouver:

Plowman, Jeremy|Willich, Corey|Siebert T. Identifying effective measures for a statewide accountability system. [Internet] [Thesis]. Saint Louis University; 2011. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194.

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

Council of Science Editors:

Plowman, Jeremy|Willich, Corey|Siebert T. Identifying effective measures for a statewide accountability system. [Thesis]. Saint Louis University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475194

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

4. Siebert, Todd|Plowman, Jeremy|Willich, Corey. Identifying effective measures for a statewide accountability system.

Degree: 2011, Saint Louis University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201

► This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use… (more)

▼ This paper is a project report of a policy analysis of state accountability measures used to evaluate public schools. Current state accountability systems use a variety of accountability measures to evaluate their schools. The inconsistent measures can create misrepresentations of how well or how poorly schools are educating their students. Two identical schools in different states can receive entirely different rankings based on the measures applied from their respective state accountability systems. The purpose of this project was to provide recommendations to state policymakers and state department of education officials on what accountability measures should be included in their state accountability systems. The project team conducted a review of literature to create criteria and indicators for effective accountability measures. An expert panel provided feedback to the project team to evaluate and strengthen the criteria and indicators. The four criteria are: (a) status versus growth models of measuring student achievement results; (b) setting content and proficiency standards on high-stakes tests; (c) components of high-stakes tests; and (d) other accountability measures. The team‘s project was a policy analysis comparing 17 selected states‘ current accountability policies to the team-created criteria and indicators. The team reported an overall analysis of its findings by state and by indicator. The project revealed that there were vast differences among the states examined in how they determine the effectiveness of schools in their state accountability systems. The project team offered seven recommendations to state policymakers and department of education officials. The findings of the project are that some states have begun implementing many of the recommendations of the project team. However, it is imperative that states use a growth measure for high-stakes testing results rather than using a status measure exclusively. States must also continue to create valid and reliable assessments that go beyond multiple-choice in math, reading, and science only. Measures other than high-stakes testing are just as important when evaluating schools. Current initiatives, such as Common Core State Standards (CCSS), Race to the Top, and SMARTER Balanced Assessment Consortium (SBAC), are providing incentives to states to adopt many of the accountability measures the team is recommending.

Subjects/Keywords: Education; Policy

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Siebert, Todd|Plowman, Jeremy|Willich, C. (2011). Identifying effective measures for a statewide accountability system. (Thesis). Saint Louis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3475201

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

Chicago Manual of Style (16^th Edition):

Siebert, Todd|Plowman, Jeremy|Willich, Corey. “Identifying effective measures for a statewide accountability system.” 2011. Thesis, Saint Louis University. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3475201.

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

MLA Handbook (7^th Edition):

Siebert, Todd|Plowman, Jeremy|Willich, Corey. “Identifying effective measures for a statewide accountability system.” 2011. Web. 18 Jun 2019.

Vancouver:

Siebert, Todd|Plowman, Jeremy|Willich C. Identifying effective measures for a statewide accountability system. [Internet] [Thesis]. Saint Louis University; 2011. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201.

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

Council of Science Editors:

Siebert, Todd|Plowman, Jeremy|Willich C. Identifying effective measures for a statewide accountability system. [Thesis]. Saint Louis University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3475201

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

5. Trinchero, Beth. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.

Degree: 2011, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773

► Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted… (more)

Subjects/Keywords: Education; Policy

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APA (6^th Edition):

Trinchero, B. (2011). Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481773

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

Chicago Manual of Style (16^th Edition):

Trinchero, Beth. “Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.” 2011. Thesis, Loyola Marymount University. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3481773.

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

MLA Handbook (7^th Edition):

Trinchero, Beth. “Counter Narrating the Media's Master Narrative| A Case Study of Victory High School.” 2011. Web. 18 Jun 2019.

Vancouver:

Trinchero B. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773.

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

Council of Science Editors:

Trinchero B. Counter Narrating the Media's Master Narrative| A Case Study of Victory High School. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481773

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

University of Pittsburgh

6. Palmiero, James M. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.

Degree: 2011, University of Pittsburgh

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867

► The purpose of this study was to identify views held by local school board members in Pennsylvania's Allegheny County regarding affiliations with private charitable… (more)

▼ The purpose of this study was to identify views held by local school board members in Pennsylvania's Allegheny County regarding affiliations with private charitable foundations supporting public education. The researcher conducted semi-structured interviews with a sampling of school board members from Pennsylvania's Allegheny County. The semi-structured interview questions addressed the subjects' perceptions and beliefs concerning the practices, problems and prospects of affiliations with foundations. A purposive sampling was used to identify nine school board members as study subjects. The results of the study demonstrate that the subjects perceived that private charitable foundations hold a responsibility to support general social welfare in their communities of interest. Moreover, the subjects also believed that the type of supports provided by the third sector should include investments in public schools that are of both financial and non-financial natures. The subjects held that charitable foundations should approach affiliations with public schools as a partner in cross sector work, which includes shared decision making and mutual benefits for all parties. The subjects identified four themes in relation to practices affecting affiliations: disclosure, expectations, organizational culture and capacity. The subjects held that cross sector partners need to disclose their aims, assets and assumptions of shared work prior to entering into engagements; engage in frank discussion concerning their shared work; consider the social, political and/or economic context in which shared work is taking place; and ensure that sufficient assets are secured and that personnel with expertise are sufficiently poised to address shared work. The subjects identified four themes in relation to problems with affiliations: disclosure, expectations, capacity and continuous learning. The subjects suggested that risks exist when foundations withhold disclosure of ideological agendas underlying their interests; expectations of shared work are not clearly defined; insufficient assets are provisioned for sustainability upon the exit of donor funding; and project outcomes unmask failings of public schools. The subjects identified one theme in relation to prospects for affiliations: expectations. The subjects held that schools and foundations need to clarify their assumptions of shared work and that verbal and written agreements should be used as a means to codify such expectations.

Subjects/Keywords: Education; Policy

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

APA (6^th Edition):

Palmiero, J. M. (2011). A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3485867

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

Chicago Manual of Style (16^th Edition):

Palmiero, James M. “A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.” 2011. Thesis, University of Pittsburgh. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3485867.

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

MLA Handbook (7^th Edition):

Palmiero, James M. “A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County.” 2011. Web. 18 Jun 2019.

Vancouver:

Palmiero JM. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. [Internet] [Thesis]. University of Pittsburgh; 2011. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867.

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

Council of Science Editors:

Palmiero JM. A study of school board members' views on affiliations with private charitable foundations supporting public education| A regional study situated in Pennsylvania's Allegheny County. [Thesis]. University of Pittsburgh; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485867

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

7. Durand, Francesca T. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.

Degree: 2012, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276

► This study articulates and maps the changes found in the historical discourses of P-16 national policy advocacy and state-level policy formation. The relationship between… (more)

Subjects/Keywords: Education; Policy

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APA (6^th Edition):

Durand, F. T. (2012). P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488276

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

Chicago Manual of Style (16^th Edition):

Durand, Francesca T. “P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.” 2012. Thesis, State University of New York at Albany. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3488276.

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

MLA Handbook (7^th Edition):

Durand, Francesca T. “P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform.” 2012. Web. 18 Jun 2019.

Vancouver:

Durand FT. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. [Internet] [Thesis]. State University of New York at Albany; 2012. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276.

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

Council of Science Editors:

Durand FT. P-16 Initiatives A Policy Discourse Analysis Approach to State Level Education Reform. [Thesis]. State University of New York at Albany; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488276

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

8. Humble, Daniel K. Perceptions of Corporal Punishment in Missouri Public Schools.

Degree: 2014, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500

► The use of corporal punishment as a form of student discipline has long been a controversial form of student discipline used in schools throughout… (more)

Subjects/Keywords: Education; Policy

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APA (6^th Edition):

Humble, D. K. (2014). Perceptions of Corporal Punishment in Missouri Public Schools. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3605500

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

Chicago Manual of Style (16^th Edition):

Humble, Daniel K. “Perceptions of Corporal Punishment in Missouri Public Schools.” 2014. Thesis, Lindenwood University. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.

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

MLA Handbook (7^th Edition):

Humble, Daniel K. “Perceptions of Corporal Punishment in Missouri Public Schools.” 2014. Web. 18 Jun 2019.

Vancouver:

Humble DK. Perceptions of Corporal Punishment in Missouri Public Schools. [Internet] [Thesis]. Lindenwood University; 2014. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.

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

Council of Science Editors:

Humble DK. Perceptions of Corporal Punishment in Missouri Public Schools. [Thesis]. Lindenwood University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3605500

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

University of Georgia

9. Duffy, Ann Louise. Principal pay-for-performance as state policy: how three Race to the Top winners align state policy with federal incentives.

Degree: PhD, Educational Administration and Policy, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/duffy_ann_l_201108_phd

► This research documents how three winning states responded to Race to the Top (RTTT), a federal competitive grant program, and explores how they aligned state… (more)

▼ This research documents how three winning states responded to Race to the Top (RTTT), a federal competitive grant program, and explores how they aligned state strategies with federal expectations. Focusing on the specific policy of principal pay-for-performance, also known as “merit pay,” the study traces the evolution of that policy in the politically diverse states of Delaware, Massachusetts and Tennessee. The research documents how the policy was developed and how it plans to be implemented both at state and district levels. This study utilizes a case study methodology to understand the complexities of the policy process and the alignment between state and district practices within a specific state policy context. The development of state policies in the context of a federal grant program is explored using a cross-case analysis of multiple state cases. Data collection included interviews with 34 state and national informants, in addition to document analysis and field notes. The data analysis is both within-case and cross-case, based on frameworks from new federalism and policy instrumentation, and uses the interpretive lenses of sense-making and motivational theory. This examination of policymakers’ understanding of pay-for-performance policy in the context of RTTT resulted in four primary findings: 1) the competitive grant process creates a shared understanding among local policymakers; 2) local strategies prioritized teachers over leaders, despite a balance in the grant requirements; 3) the role of the federal government is to encourage local adaption while steering toward larger policy objectives; 4) policymakers understand pay-for-performance to be a component of a larger human capital strategy and not a stand-alone strategy. These findings underscore the importance of policy adaption to local context and the staging of policy implementation. Implications for policymakers and suggestions for further research are also presented. Advisors/Committee Members: Elizabeth DeBray.

Subjects/Keywords: Education policy

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APA (6^th Edition):

Duffy, A. L. (2011). Principal pay-for-performance as state policy: how three Race to the Top winners align state policy with federal incentives. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/duffy_ann_l_201108_phd

Chicago Manual of Style (16^th Edition):

Duffy, Ann Louise. “Principal pay-for-performance as state policy: how three Race to the Top winners align state policy with federal incentives.” 2011. Doctoral Dissertation, University of Georgia. Accessed June 18, 2019. http://purl.galileo.usg.edu/uga_etd/duffy_ann_l_201108_phd.

MLA Handbook (7^th Edition):

Duffy, Ann Louise. “Principal pay-for-performance as state policy: how three Race to the Top winners align state policy with federal incentives.” 2011. Web. 18 Jun 2019.

Vancouver:

Duffy AL. Principal pay-for-performance as state policy: how three Race to the Top winners align state policy with federal incentives. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Jun 18]. Available from: http://purl.galileo.usg.edu/uga_etd/duffy_ann_l_201108_phd.

Council of Science Editors:

Duffy AL. Principal pay-for-performance as state policy: how three Race to the Top winners align state policy with federal incentives. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/duffy_ann_l_201108_phd

10. Struminger, Rhonda. Education Spending: Impacts on Human Capital Development.

Degree: 2013, Texas Digital Library

URL: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533

► What does it mean for a government to invest in education? Is it just spending money on schools and teachers, or does it include family… (more)

▼ What does it mean for a government to invest in education? Is it just spending money on schools and teachers, or does it include family benefits spending that specifically targets parents and their children who will be going to school? This dissertation expands the definition of education spending so that in addition to expenditures allocated to schools (supply-side expenditures), it includes benefits that enable all children to participate in the education system (demand-side expenditures). The simultaneous funding of both schools and family benefits, I argue, contributes both directly and indirectly to the development of a country???s level of human capital, or students??? level of marketable skills and knowledge. This dissertation presents evidence that both types of expenditures do make a difference for students ??? especially those coming from the most disadvantaged circumstances. To evaluate how spending matters for human capital development, I develop an Education Policy Index (EPI) capturing each country???s policy choices. The EPI features supply-side spending or expenditures allocated to schools for teachers and staff compensation, curriculum, and capital expenditures, as well as demand-side spending or expenditures allocated to families in the form of cash benefits, benefits in kind, and student financial aid. The political and economic factors that impact countries??? spending choices, namely proportionally representative electoral systems, left-leaning leadership ideology and the strength of organized labor, are evaluated and are strongly correlated with increases in spending on families relative to schools. How education-spending policies affect students??? commitment to school as measured by enrollment rates, and how schools impact student performance as measured by cross-national assessments of skills and knowledge in 33 countries is also explored; family spending helps enrollment rates and investment in schools strongly correlate positively with student performance. Lastly, the dissertation examines how spending impacts students??? individual academic and professional expectations. Case studies of three schools in a rural municipality in Mexico show that when governments invest in families, it has an impact on students??? commitment to their education and their professional expectations, their social capital. This effect is especially apparent for girls. Thus, spending can have a direct and indirect effect on human capital development. Advisors/Committee Members: Taylor-Robinson, Michelle (advisor).

Subjects/Keywords: education policy

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APA (6^th Edition):

Struminger, R. (2013). Education Spending: Impacts on Human Capital Development. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533

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

Chicago Manual of Style (16^th Edition):

Struminger, Rhonda. “Education Spending: Impacts on Human Capital Development.” 2013. Thesis, Texas Digital Library. Accessed June 18, 2019. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533.

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

MLA Handbook (7^th Edition):

Struminger, Rhonda. “Education Spending: Impacts on Human Capital Development.” 2013. Web. 18 Jun 2019.

Vancouver:

Struminger R. Education Spending: Impacts on Human Capital Development. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533.

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

Council of Science Editors:

Struminger R. Education Spending: Impacts on Human Capital Development. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66533

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

Purdue University

11. Sorge, Brandon H. A multilevel analysis of project lead the way implementation in Indiana.

Degree: PhD, Technology, 2014, Purdue University

URL: http://docs.lib.purdue.edu/open_access_dissertations/368

► Using data from the 2010 Indiana public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences… (more)

Subjects/Keywords: Policy; Education

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APA (6^th Edition):

Sorge, B. H. (2014). A multilevel analysis of project lead the way implementation in Indiana. (Doctoral Dissertation). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_dissertations/368

Chicago Manual of Style (16^th Edition):

Sorge, Brandon H. “A multilevel analysis of project lead the way implementation in Indiana.” 2014. Doctoral Dissertation, Purdue University. Accessed June 18, 2019. http://docs.lib.purdue.edu/open_access_dissertations/368.

MLA Handbook (7^th Edition):

Sorge, Brandon H. “A multilevel analysis of project lead the way implementation in Indiana.” 2014. Web. 18 Jun 2019.

Vancouver:

Sorge BH. A multilevel analysis of project lead the way implementation in Indiana. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2019 Jun 18]. Available from: http://docs.lib.purdue.edu/open_access_dissertations/368.

Council of Science Editors:

Sorge BH. A multilevel analysis of project lead the way implementation in Indiana. [Doctoral Dissertation]. Purdue University; 2014. Available from: http://docs.lib.purdue.edu/open_access_dissertations/368

University of California – Berkeley

12. Afsar, Khalid A. Learning Islam: Identity, Education, and Empire.

Degree: Education, 2017, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/9rh2t3h2

► Situating education within world-systems analysis and in the longue durée of capitalist history affords a critical view of public schooling and Islamic education in the… (more)

Subjects/Keywords: Education policy

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APA (6^th Edition):

Afsar, K. A. (2017). Learning Islam: Identity, Education, and Empire. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9rh2t3h2

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

Chicago Manual of Style (16^th Edition):

Afsar, Khalid A. “Learning Islam: Identity, Education, and Empire.” 2017. Thesis, University of California – Berkeley. Accessed June 18, 2019. http://www.escholarship.org/uc/item/9rh2t3h2.

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

MLA Handbook (7^th Edition):

Afsar, Khalid A. “Learning Islam: Identity, Education, and Empire.” 2017. Web. 18 Jun 2019.

Vancouver:

Afsar KA. Learning Islam: Identity, Education, and Empire. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Jun 18]. Available from: http://www.escholarship.org/uc/item/9rh2t3h2.

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

Council of Science Editors:

Afsar KA. Learning Islam: Identity, Education, and Empire. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/9rh2t3h2

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

13. Gomez, Valerie A. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.

Degree: 2017, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609

► Throughout his presidential campaign, President Donald Trump took a combative and hardline approach toward undocumented immigrants and immigration. His campaign was a platform that… (more)

Subjects/Keywords: Education policy

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APA (6^th Edition):

Gomez, V. A. (2017). La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10264609

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

Chicago Manual of Style (16^th Edition):

Gomez, Valerie A. “La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.” 2017. Thesis, California State University, Long Beach. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10264609.

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

MLA Handbook (7^th Edition):

Gomez, Valerie A. “La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses.” 2017. Web. 18 Jun 2019.

Vancouver:

Gomez VA. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609.

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

Council of Science Editors:

Gomez VA. La Lucha Sigue| Undocumented Students Challenging Anti-Immigrant Discourses. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10264609

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

14. Evans, Carla M. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.

Degree: 2018, University of New Hampshire

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294

► The Every Student Succeeds Act of 2015 authorizes a pilot program that allows up to seven states to develop innovative assessment and accountability systems.… (more)

▼ The Every Student Succeeds Act of 2015 authorizes a pilot program that allows up to seven states to develop innovative assessment and accountability systems. Prior to the official pilot program launch, the U.S. Department of Education approved one pilot program—New Hampshire’s Performance Assessment of Competency Education (PACE). To implement the PACE pilot, the New Hampshire Department of Education received a 2-year waiver (2014-2016) from federal statutory requirements related to state annual achievement testing and was granted additional waivers for the 2016-2017 and 2017-2018 school years. The purpose of this study is to investigate the average effect of the PACE pilot on 8th grade student achievement outcomes in mathematics and English language arts during the first two years of implementation. This study also examines the extent to which those average treatment effects vary according to student characteristics and among PACE schools. PACE students are compared to non-PACE students with similar probabilities of being selected into treatment using propensity score methods. Multi-level modeling is then used to estimate the average treatment effect for students receiving either one or two years of treatment. Findings from this study provide preliminary evidence that the PACE pilot is having a positive effect on 8^th grade student achievement outcomes in mathematics for some students starting in the second year of implementation and no effect in English language arts. Findings also suggest that students with disabilities that attend PACE schools tend to exhibit positive differential effects in comparison to students with disabilities in the non-PACE comparison group in both subject areas, although these findings should be considered exploratory due to the small number of PACE IEP students in the sample. Findings also suggest that male students that attend PACE schools tend to exhibit negative differential effects in comparison to female students in the non-PACE comparison group in both subject areas. Results are descriptive not causal, however, findings could be used to provide assurance to key stakeholders that PACE students are provided an equitable opportunity to learn the content standards. Also, because the focus of PACE pilot is on performance assessments used throughout the year, this study provides initial evidence that the learning gains on performance assessments may carry over to the more traditional state standardized tests. Implications for research, policy, and practice are also discussed.

Subjects/Keywords: Education policy

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APA (6^th Edition):

Evans, C. M. (2018). Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. (Thesis). University of New Hampshire. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10746294

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

Chicago Manual of Style (16^th Edition):

Evans, Carla M. “Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Thesis, University of New Hampshire. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10746294.

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

MLA Handbook (7^th Edition):

Evans, Carla M. “Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes.” 2018. Web. 18 Jun 2019.

Vancouver:

Evans CM. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Internet] [Thesis]. University of New Hampshire; 2018. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294.

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

Council of Science Editors:

Evans CM. Can Schools Be Reformed by Reforming Assessment?| The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes. [Thesis]. University of New Hampshire; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10746294

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

Loyola University Chicago

15. Motley, Roman. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.

Degree: MA, Education, 2018, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_theses/3751

► There is an almost symbiotic relationship between the Democratic Party and labor unions. Labor unions emerged as the largest donors and staunchest organizers for… (more)

Subjects/Keywords: Education Policy

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APA (6^th Edition):

Motley, R. (2018). Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3751

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

Chicago Manual of Style (16^th Edition):

Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Thesis, Loyola University Chicago. Accessed June 18, 2019. https://ecommons.luc.edu/luc_theses/3751.

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

MLA Handbook (7^th Edition):

Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Web. 18 Jun 2019.

Vancouver:

Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Jun 18]. Available from: https://ecommons.luc.edu/luc_theses/3751.

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

Council of Science Editors:

Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3751

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

Loyola University Chicago

16. Heffernan, Kevin Vincent. Legislating the Risk of Light Teachers in 1950s and 1970s America.

Degree: MA, Education, 2013, Loyola University Chicago

URL: http://ecommons.luc.edu/luc_theses/1458

► The existence of gay and lesbian teachers remains for many a dangerous notion. Indeed, education and schooling are terrains in which homosexuality has historically… (more)

Subjects/Keywords: Education Policy

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APA (6^th Edition):

Heffernan, K. V. (2013). Legislating the Risk of Light Teachers in 1950s and 1970s America. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1458

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

Chicago Manual of Style (16^th Edition):

Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Thesis, Loyola University Chicago. Accessed June 18, 2019. http://ecommons.luc.edu/luc_theses/1458.

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

MLA Handbook (7^th Edition):

Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Web. 18 Jun 2019.

Vancouver:

Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Jun 18]. Available from: http://ecommons.luc.edu/luc_theses/1458.

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

Council of Science Editors:

Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1458

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

Loyola University Chicago

17. Wock, Becky. Teacher Attrition: The Job Choices of Ex-Teachers.

Degree: MA, Education, 2014, Loyola University Chicago

URL: http://ecommons.luc.edu/luc_theses/2636

► Teacher attrition is a phenomenon occurring in education systems throughout the world. As education policies alter and add to the demands of teachers, one… (more)

Subjects/Keywords: Education Policy

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APA (6^th Edition):

Wock, B. (2014). Teacher Attrition: The Job Choices of Ex-Teachers. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/2636

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

Chicago Manual of Style (16^th Edition):

Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Thesis, Loyola University Chicago. Accessed June 18, 2019. http://ecommons.luc.edu/luc_theses/2636.

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

MLA Handbook (7^th Edition):

Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Web. 18 Jun 2019.

Vancouver:

Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2019 Jun 18]. Available from: http://ecommons.luc.edu/luc_theses/2636.

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

Council of Science Editors:

Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Thesis]. Loyola University Chicago; 2014. Available from: http://ecommons.luc.edu/luc_theses/2636

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

University of Kansas

18. Onwuegbuchulam, Sister Mary Aloysius. Catholic Education in Southeastern Nigeria and National Educational Development, 1885-2017.

Degree: PhD, Educational Leadership and Policy Studies, 2018, University of Kansas

URL: http://hdl.handle.net/1808/27563

► Abstract This thesis represents historical research on the development of Catholic education in Southeastern Nigeria, in the context of national development, 1885 to the present.… (more)

Subjects/Keywords: Education policy

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APA (6^th Edition):

Onwuegbuchulam, S. M. A. (2018). Catholic Education in Southeastern Nigeria and National Educational Development, 1885-2017. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/27563

Chicago Manual of Style (16^th Edition):

Onwuegbuchulam, Sister Mary Aloysius. “Catholic Education in Southeastern Nigeria and National Educational Development, 1885-2017.” 2018. Doctoral Dissertation, University of Kansas. Accessed June 18, 2019. http://hdl.handle.net/1808/27563.

MLA Handbook (7^th Edition):

Onwuegbuchulam, Sister Mary Aloysius. “Catholic Education in Southeastern Nigeria and National Educational Development, 1885-2017.” 2018. Web. 18 Jun 2019.

Vancouver:

Onwuegbuchulam SMA. Catholic Education in Southeastern Nigeria and National Educational Development, 1885-2017. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1808/27563.

Council of Science Editors:

Onwuegbuchulam SMA. Catholic Education in Southeastern Nigeria and National Educational Development, 1885-2017. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27563

University of Windsor

19. Maxwell, Lindsay. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.

Degree: M. Ed., Education, 2011, University of Windsor

URL: https://scholar.uwindsor.ca/etd/248

► Youth are traditionally excluded from meaningful participation as decision-makers in educational reform. Over the popular social networking website Facebook, youth demonstrate sustained awareness, engagement and… (more)

Subjects/Keywords: Education Policy.

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APA (6^th Edition):

Maxwell, L. (2011). Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/248

Chicago Manual of Style (16^th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Masters Thesis, University of Windsor. Accessed June 18, 2019. https://scholar.uwindsor.ca/etd/248.

MLA Handbook (7^th Edition):

Maxwell, Lindsay. “Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform.” 2011. Web. 18 Jun 2019.

Vancouver:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2019 Jun 18]. Available from: https://scholar.uwindsor.ca/etd/248.

Council of Science Editors:

Maxwell L. Youth Understandings, Perceptions, Beliefs and Attitudes Towards Educational Reform. [Masters Thesis]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/248

University of Pennsylvania

20. Gray, Abigail M. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.

Degree: 2014, University of Pennsylvania

URL: https://repository.upenn.edu/edissertations/1294

► ABSTRACT Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership Abigail Gray There is a need for unified theory… (more)

▼ ABSTRACT Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership Abigail Gray There is a need for unified theory as to how and why principals' engagement with instructional initiatives does or does not develop, and how that engagement manifests, both in specific leadership behaviors and in changes in teacher practice. Such theory could inform policy decision-making by shedding light on the mechanisms that may facilitate principals' engagement with reform initiatives, and by clarifying what that engagement might ultimately produce. This study seeks to advance a new theoretical perspective on principal behavior in the context of instructional reform by examining the implementation of a literacy intervention through the lens of principal ownership. Using structural equation modeling and targeted qualitative inquiry, the study tests a hypothesized conceptual framework for principal ownership which posits that three antecedents (control, knowledge, and self-investment) contribute to principals' engagement in ownership behavior relative to an instructional initiative. The framework further posits that this ownership behavior – specifically, change promotion relative to the initiative – leads to changes in teacher collaboration around the reform, and ultimately influences classroom practice. This framework builds upon extant theory regarding school leadership, the processes around school change, and psychological ownership. While further research is needed to confirm these findings, the results of this exploratory study suggest that the hypothesized relationships are plausible. Significant pathways are found between the antecedents and the ownership behavior, and between the behavior and teacher collaboration. Mediational analysis of the pathways between principals' ownership behavior and the reform's reported influence on classroom instruction reveals that both the direct pathway and the indirect pathway (mediated by teacher collaboration) are significant. The findings of case-study research focused on three schools largely support the SEM study's conclusions and the hypothesized relationships. Viewed together, the quantitative and qualitative findings highlight lingering questions and directions for future research.

Subjects/Keywords: Education Policy

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APA (6^th Edition):

Gray, A. M. (2014). Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1294

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

Chicago Manual of Style (16^th Edition):

Gray, Abigail M. “Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.” 2014. Thesis, University of Pennsylvania. Accessed June 18, 2019. https://repository.upenn.edu/edissertations/1294.

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

MLA Handbook (7^th Edition):

Gray, Abigail M. “Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership.” 2014. Web. 18 Jun 2019.

Vancouver:

Gray AM. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. [Internet] [Thesis]. University of Pennsylvania; 2014. [cited 2019 Jun 18]. Available from: https://repository.upenn.edu/edissertations/1294.

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

Council of Science Editors:

Gray AM. Principal Ownership of an Instructional Initiative: Advancing a Conceptual Framework for the Study of Leadership. [Thesis]. University of Pennsylvania; 2014. Available from: https://repository.upenn.edu/edissertations/1294

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

University of Pennsylvania

21. Scanlon, Amanda. School Discipline, Law Enforcement, And Student Outcomes.

Degree: 2016, University of Pennsylvania

URL: https://repository.upenn.edu/edissertations/2570

► Zero tolerance discipline policies have lost favor in recent years due to concerns that they reduce offending students’ classroom time, beget further misconduct, and decrease… (more)

Subjects/Keywords: Education Policy

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APA (6^th Edition):

Scanlon, A. (2016). School Discipline, Law Enforcement, And Student Outcomes. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2570

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

Chicago Manual of Style (16^th Edition):

Scanlon, Amanda. “School Discipline, Law Enforcement, And Student Outcomes.” 2016. Thesis, University of Pennsylvania. Accessed June 18, 2019. https://repository.upenn.edu/edissertations/2570.

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

MLA Handbook (7^th Edition):

Scanlon, Amanda. “School Discipline, Law Enforcement, And Student Outcomes.” 2016. Web. 18 Jun 2019.

Vancouver:

Scanlon A. School Discipline, Law Enforcement, And Student Outcomes. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 Jun 18]. Available from: https://repository.upenn.edu/edissertations/2570.

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

Council of Science Editors:

Scanlon A. School Discipline, Law Enforcement, And Student Outcomes. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/2570

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

22. McClinton, Justin S. An Exploratory Study of the Perspectives of Teachers on the Unionization of One Charter Management Organization.

Degree: 2018, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/4266c1s3

► This dissertation was an exploratory study of the perspectives of teachers who were knowledgeable about the effort to unionize one charter management organization (CMO) within… (more)

Subjects/Keywords: Education policy

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APA (6^th Edition):

McClinton, J. S. (2018). An Exploratory Study of the Perspectives of Teachers on the Unionization of One Charter Management Organization. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/4266c1s3

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

Chicago Manual of Style (16^th Edition):

McClinton, Justin S. “An Exploratory Study of the Perspectives of Teachers on the Unionization of One Charter Management Organization.” 2018. Thesis, University of California – eScholarship, University of California. Accessed June 18, 2019. http://www.escholarship.org/uc/item/4266c1s3.

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

MLA Handbook (7^th Edition):

McClinton, Justin S. “An Exploratory Study of the Perspectives of Teachers on the Unionization of One Charter Management Organization.” 2018. Web. 18 Jun 2019.

Vancouver:

McClinton JS. An Exploratory Study of the Perspectives of Teachers on the Unionization of One Charter Management Organization. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2019 Jun 18]. Available from: http://www.escholarship.org/uc/item/4266c1s3.

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

Council of Science Editors:

McClinton JS. An Exploratory Study of the Perspectives of Teachers on the Unionization of One Charter Management Organization. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/4266c1s3

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

College of William and Mary

23. Hockaday, Marquita Sherie. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.

Degree: PhD, Education, 2017, College of William and Mary

URL: https://scholarworks.wm.edu/etd/1516639494

► While K-12 schools have been making efforts to integrate culturally responsive curriculum and instruction, the voice and representation of Black female students has been largely… (more)

Subjects/Keywords: Education Policy

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APA (6^th Edition):

Hockaday, M. S. (2017). Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1516639494

Chicago Manual of Style (16^th Edition):

Hockaday, Marquita Sherie. “Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.” 2017. Doctoral Dissertation, College of William and Mary. Accessed June 18, 2019. https://scholarworks.wm.edu/etd/1516639494.

MLA Handbook (7^th Edition):

Hockaday, Marquita Sherie. “Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis.” 2017. Web. 18 Jun 2019.

Vancouver:

Hockaday MS. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. [Internet] [Doctoral dissertation]. College of William and Mary; 2017. [cited 2019 Jun 18]. Available from: https://scholarworks.wm.edu/etd/1516639494.

Council of Science Editors:

Hockaday MS. Examining Formal and Enacted Curricula for Culturally Responsive Strategies Regarding the Needs of Black Female Students: A Qualitative Content Analysis. [Doctoral Dissertation]. College of William and Mary; 2017. Available from: https://scholarworks.wm.edu/etd/1516639494

College of William and Mary

24. Clement, Davis. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.

Degree: PhD, Education, 2018, College of William and Mary

URL: https://scholarworks.wm.edu/etd/1550153696

► Public support for market-based education reforms persists despite evidence that these reforms exacerbate the educational marginalization of Black and Brown students. Even among Democrats and… (more)

Subjects/Keywords: Education Policy

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

APA (6^th Edition):

Clement, D. (2018). Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. (Doctoral Dissertation). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1550153696

Chicago Manual of Style (16^th Edition):

Clement, Davis. “Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.” 2018. Doctoral Dissertation, College of William and Mary. Accessed June 18, 2019. https://scholarworks.wm.edu/etd/1550153696.

MLA Handbook (7^th Edition):

Clement, Davis. “Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District.” 2018. Web. 18 Jun 2019.

Vancouver:

Clement D. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. [Internet] [Doctoral dissertation]. College of William and Mary; 2018. [cited 2019 Jun 18]. Available from: https://scholarworks.wm.edu/etd/1550153696.

Council of Science Editors:

Clement D. Education Reform as Moral Disengagement: the Racist Subtext of the State Takeover of Little Rock School District. [Doctoral Dissertation]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1550153696

25. Gazda, Todd H. Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy.

Degree: 2015, University of Hartford

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3702750

► The purpose of this study was to describe public school administrators’ perceptions of the development and implementation of educational policy and whether policies being… (more)

▼ The purpose of this study was to describe public school administrators’ perceptions of the development and implementation of educational policy and whether policies being implemented in the current educational reform environment meet the criteria for high leverage policies according to The High Leverage Policy Framework (Cobb, Donaldson, Lemons, & Mayer, 2010). This framework is predicated upon the understanding that the development of education policy is part of a larger political and social context, which must be taken into account by those creating those policies. Furthermore, while the perceptions of those responsible for the implementation of policies are often overlooked, they are crucial to understanding the challenges presented by implementation efforts. A cross-sectional survey was the method used to collect data for this study. The sample was drawn from the population of public school superintendents and principals in Massachusetts who were responsible for implementing the 2010 Massachusetts antibullying policy at the district or school level. The online survey yielded 319 responses from Superintendents and Principals across the State of Massachusetts. Analysis of responses generated 18 notable findings regarding school administrators’ perceptions of process of development and implementation of educational policies. Eighty to 93% of the Massachusetts public school administrators who participated in this study reported that the number and pace of the creation of educational policies overwhelm administrators and inhibit effective implementation. Furthermore, participants reported that they are not given enough resources to effectively implement these policies. A descriptive and inferential statistical analysis of the totality of the data indicated that participants held a more negative view of the overall policy environment than they did of the Massachusetts antibullying policy enacted in 2010. Additionally, with respect to the high leverage policy framework, participants’ responses indicated the elements of design features and implementation contingencies were the points within the system where the breakdown between the development and implementation of educational policies was most apparent.

Subjects/Keywords: Education policy; Public policy

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

APA (6^th Edition):

Gazda, T. H. (2015). Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy. (Thesis). University of Hartford. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3702750

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

Chicago Manual of Style (16^th Edition):

Gazda, Todd H. “Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy.” 2015. Thesis, University of Hartford. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3702750.

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

MLA Handbook (7^th Edition):

Gazda, Todd H. “Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy.” 2015. Web. 18 Jun 2019.

Vancouver:

Gazda TH. Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy. [Internet] [Thesis]. University of Hartford; 2015. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3702750.

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

Council of Science Editors:

Gazda TH. Massachusetts Public School Administrators' Perceptions of the Development and Implementation of Educational Policy. [Thesis]. University of Hartford; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3702750

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

Duke University

26. Shi, Ying. Essays in the Economics of Education .

Degree: 2017, Duke University

URL: http://hdl.handle.net/10161/14482

► This dissertation comprises three essays in the economics of education. I begin with a paper that evaluates the effectiveness of selective secondary schools. An… (more)

Subjects/Keywords: Economics; Public policy; Education policy

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

APA (6^th Edition):

Shi, Y. (2017). Essays in the Economics of Education . (Thesis). Duke University. Retrieved from http://hdl.handle.net/10161/14482

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

Chicago Manual of Style (16^th Edition):

Shi, Ying. “Essays in the Economics of Education .” 2017. Thesis, Duke University. Accessed June 18, 2019. http://hdl.handle.net/10161/14482.

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

MLA Handbook (7^th Edition):

Shi, Ying. “Essays in the Economics of Education .” 2017. Web. 18 Jun 2019.

Vancouver:

Shi Y. Essays in the Economics of Education . [Internet] [Thesis]. Duke University; 2017. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/10161/14482.

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

Council of Science Editors:

Shi Y. Essays in the Economics of Education . [Thesis]. Duke University; 2017. Available from: http://hdl.handle.net/10161/14482

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

Georgia State University

27. Daugherty, Douglas A. A Study of the Learning-Focused School Improvement Model and its Effects on Third Grade Reading Scores in a Suburban, Metropolitan School System.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

URL: https://scholarworks.gsu.edu/eps_diss/77

► ABSTRACT A STUDY OF THE LEARNING-FOCUSED SCHOOL IMPROVEMENT MODEL AND ITS EFFECT ON THIRD GRADE READING SCORES IN A SUBURBAN, METROPOLITAN SCHOOL SYSTEM by… (more)

▼ ABSTRACT A STUDY OF THE LEARNING-FOCUSED SCHOOL IMPROVEMENT MODEL AND ITS EFFECT ON THIRD GRADE READING SCORES IN A SUBURBAN, METROPOLITAN SCHOOL SYSTEM by Douglas A. Daugherty In 2001, Congress passed the No Child Left Behind Education Act (NCLB). This act calls for a measurable annual increase in student achievement such that students reach, at a minimum, proficiency on challenging state academic assessments. A historical review of political involvement with education will add to that statement one more objective of the bill: to render more U.S. students globally competitive. Federal funding to state education is tied to the achievement of state standards. To achieve these heightened standards many schools and school systems are adopting whole-school reform models. According to Herman & Stringfield, 1997; Lappan & Houghton, 2003, whole-school reform should address organizational change, staffing, administrative support, curriculum and instruction, supplies and materials, scheduling, and monitoring of student progress and performance; all referred to as central components of the educational process. The purpose of this dissertation was to investigate the effectiveness of one specific whole-school reform model, Learning Focused Schools Program (LFSP), in a suburban school system for its ability to effect student achievement. The Learning Focused Schools Program was studied through its implementation and use in three suburban elementary schools and compared to three similar elementary schools not using the program. Data from students’ test scores were collected and analyzed for student growth. There were several notable findings in this study. For all the students who participated in the LFSP continuously for a period of 3 years, more children met or exceeded standards than those not exposed to LFS. The results were different when the total population was broken into subgroups. Hispanic students and Multiracial students did not show any statistically significant improvement in any assessed category using the LFSP. More ELL students in the LFS treatment group exceeded standards than their peers who were not exposed to LFS. White students and Students with Disabilities did show statistically significant improvement resulting from the LFSP environment. Black students fared best overall when exposed to the LFS Program and mirrored the results of the “ALL Students” subgroup. Advisors/Committee Members: Hayward Richardson, Ed.D..

Subjects/Keywords: education; reform; Education; Education Policy

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

APA (6^th Edition):

Daugherty, D. A. (2011). A Study of the Learning-Focused School Improvement Model and its Effects on Third Grade Reading Scores in a Suburban, Metropolitan School System. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/77

Chicago Manual of Style (16^th Edition):

Daugherty, Douglas A. “A Study of the Learning-Focused School Improvement Model and its Effects on Third Grade Reading Scores in a Suburban, Metropolitan School System.” 2011. Doctoral Dissertation, Georgia State University. Accessed June 18, 2019. https://scholarworks.gsu.edu/eps_diss/77.

MLA Handbook (7^th Edition):

Daugherty, Douglas A. “A Study of the Learning-Focused School Improvement Model and its Effects on Third Grade Reading Scores in a Suburban, Metropolitan School System.” 2011. Web. 18 Jun 2019.

Vancouver:

Daugherty DA. A Study of the Learning-Focused School Improvement Model and its Effects on Third Grade Reading Scores in a Suburban, Metropolitan School System. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2019 Jun 18]. Available from: https://scholarworks.gsu.edu/eps_diss/77.

Council of Science Editors:

Daugherty DA. A Study of the Learning-Focused School Improvement Model and its Effects on Third Grade Reading Scores in a Suburban, Metropolitan School System. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/77

28. Tarango, McKenzie. Working towards an Inclusive and Transparent Public Planning Process in Compliance with California's Local Control Funding Formula.

Degree: 2018, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10838043

► The Local Control Funding Formula (LCFF) dispensation requires a Local Control Accountability Plan (LCAP) in which the public participates in a Public Planning Process… (more)

▼ The Local Control Funding Formula (LCFF) dispensation requires a Local Control Accountability Plan (LCAP) in which the public participates in a Public Planning Process (PPP) with the district. The problem this qualitative phenomenographic study addressed is how the LCAP’s omission of a definition for the inclusive and transparent PPP may unintentionally lead to disproportionate inclusion of individual participants or stakeholder groups. Therefore, the researcher examined 10 California school district superintendents’ or their designees’ conceptions about what constitutes an inclusive, fair, and open PPP. For the purposes of this study, the International Association for Public Participation’s (IAP2) Quality Assurance Standards, specifically the 7 core values, served as the conceptual framework. The objective of the research was twofold, first to identify how local educational agency (LEA) leaders conceive the use of the IAP2’s core values to define successful public stakeholder engagement for the LCAP in terms of inclusivity, fairness, and openness. The second goal was to determine what measures, guidelines, and techniques these leaders believe can contribute to the inclusiveness, fairness, and openness of the LCAP public stakeholder engagement process. This study resulted in 3 conclusions study. First, the interviewees accepted the IAP2 core values as a foundation for best practices in the LCAP’s stakeholder engagement process. Second, data from the study clearly suggest that each interviewee has his/her own conception of what measures, guidelines, and techniques contribute to the inclusiveness, fairness, and openness of the LCAP stakeholder engagement process. Third, authentic participation, communication, equity, facilitation, local control, and trust are suggested as imperative to an inclusive, fair, and open stakeholder engagement PPP. The researcher made three recommendations. First, the California Department of Education (CDE) should adopt a set of stakeholder engagement PPP core values for districts to use as a foundation. Second, the CDE should seek out a district or districts to pilot a set of core values to guide the stakeholder engagement component of the LCAP. Third, until the CDE is able to establish a rubric or set of core values to guide the stakeholder engagement PPP, districts should identify their own set of core values based on current research such as IAP2.

Subjects/Keywords: Education finance; Education policy; Education

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APA (6^th Edition):

Tarango, M. (2018). Working towards an Inclusive and Transparent Public Planning Process in Compliance with California's Local Control Funding Formula. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10838043

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

Chicago Manual of Style (16^th Edition):

Tarango, McKenzie. “Working towards an Inclusive and Transparent Public Planning Process in Compliance with California's Local Control Funding Formula.” 2018. Thesis, Pepperdine University. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10838043.

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

MLA Handbook (7^th Edition):

Tarango, McKenzie. “Working towards an Inclusive and Transparent Public Planning Process in Compliance with California's Local Control Funding Formula.” 2018. Web. 18 Jun 2019.

Vancouver:

Tarango M. Working towards an Inclusive and Transparent Public Planning Process in Compliance with California's Local Control Funding Formula. [Internet] [Thesis]. Pepperdine University; 2018. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10838043.

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

Council of Science Editors:

Tarango M. Working towards an Inclusive and Transparent Public Planning Process in Compliance with California's Local Control Funding Formula. [Thesis]. Pepperdine University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10838043

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

University of Pennsylvania

29. Srba, Karen V. Teacher Education Students| To What Extent Do They Consider Salary, Working Conditions, and Preparation.

Degree: 2018, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10823281

► Severe teacher shortages, caused by high attrition rates, have been the focus of attention for school districts and policy leaders for over two decades.… (more)

▼ Severe teacher shortages, caused by high attrition rates, have been the focus of attention for school districts and policy leaders for over two decades. Teacher attrition accounts for approximately 40 to 50% of new teachers leaving in the first 5 years of service. High teacher attrition rates in the United States impact tomorrow’s leaders, innovators, and workers who today are struggling to succeed in math and science in a globally competitive world. By not addressing the reasons teachers leave the profession, or by not conducting further research on preservice teachers to better prepare them for the classroom, the nation will continue to be at risk. This study looks at the research on why teachers say they leave in the first 1 to 5 years of service and asks preservice teachers the extent to which they consider low salaries, working conditions that severely limit their autonomy over classroom decision-making, and the effectiveness of their teacher preparation in content areas and classroom management. Understanding whether preservice teachers considered these factors or felt they needed more effective instruction will help identify gaps in teacher education programs that may prevent new teachers from leaving the profession in the first 5 years. This study uses a semi-structured interview process to attain the unique stories of preservice teachers and to assess their consideration of the issues that have been shown to make teachers leave the teaching profession. A combination of criterion and snowball sampling techniques were used to select a group of 12 preservice elementary education teachers. The qualitative design uses a phenomenological approach to find the main themes of the preservice teachers’ stories. The study revealed that preservice teachers do not consider low salaries, working conditions that severely limit their autonomy over classroom decision-making, and the effectiveness of their teacher preparation in content areas and classroom management prior to becoming a teacher. Although the preservice teachers in this study did not consider these factors, each expressed concern about working conditions during their clinical experience and the quality of their teacher preparation programs. The stories of these preservice teachers and the recommendations for future studies will help guide the transformation of teacher education programs and the teaching profession to lower attrition rates in K-12 schools around the country.

Subjects/Keywords: Education policy; Education; Elementary education

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APA (6^th Edition):

Srba, K. V. (2018). Teacher Education Students| To What Extent Do They Consider Salary, Working Conditions, and Preparation. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10823281

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

Chicago Manual of Style (16^th Edition):

Srba, Karen V. “Teacher Education Students| To What Extent Do They Consider Salary, Working Conditions, and Preparation.” 2018. Thesis, University of Pennsylvania. Accessed June 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10823281.

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

MLA Handbook (7^th Edition):

Srba, Karen V. “Teacher Education Students| To What Extent Do They Consider Salary, Working Conditions, and Preparation.” 2018. Web. 18 Jun 2019.

Vancouver:

Srba KV. Teacher Education Students| To What Extent Do They Consider Salary, Working Conditions, and Preparation. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2019 Jun 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10823281.

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

Council of Science Editors:

Srba KV. Teacher Education Students| To What Extent Do They Consider Salary, Working Conditions, and Preparation. [Thesis]. University of Pennsylvania; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10823281

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

University of Alberta

30. Riveros Barrera, Augusto. Beyond Policy Implementation: Policy Sense Making and Policy Enactment in Schools.

Degree: PhD, Department of Educational Policy Studies, 2013, University of Alberta

URL: https://era.library.ualberta.ca/files/2z10wr73n

► This thesis aims to answer the following question: How does an account of educational policy sense making from the perspective of embodiment inform our understanding… (more)

Subjects/Keywords: Education Policy; Policy Analysis; Policy Sense Making

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APA (6^th Edition):

Riveros Barrera, A. (2013). Beyond Policy Implementation: Policy Sense Making and Policy Enactment in Schools. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/2z10wr73n

Chicago Manual of Style (16^th Edition):

Riveros Barrera, Augusto. “Beyond Policy Implementation: Policy Sense Making and Policy Enactment in Schools.” 2013. Doctoral Dissertation, University of Alberta. Accessed June 18, 2019. https://era.library.ualberta.ca/files/2z10wr73n.

MLA Handbook (7^th Edition):

Riveros Barrera, Augusto. “Beyond Policy Implementation: Policy Sense Making and Policy Enactment in Schools.” 2013. Web. 18 Jun 2019.

Vancouver:

Riveros Barrera A. Beyond Policy Implementation: Policy Sense Making and Policy Enactment in Schools. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Jun 18]. Available from: https://era.library.ualberta.ca/files/2z10wr73n.

Council of Science Editors:

Riveros Barrera A. Beyond Policy Implementation: Policy Sense Making and Policy Enactment in Schools. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/2z10wr73n

Open Access Theses and Dissertations