2024-03-28T22:40:01Z
http://scholarsarchive.jwu.edu/do/oai/
oai:scholarsarchive.jwu.edu:dissertations-1000
2020-10-20T05:37:53Z
publication:dissertations
Nursing students' perceptions of learning in community-based clinical settings
Bachand, Jeanie Krause
The focus of health care in the 1990's has shifted from the traditional acute care hospital setting to non-traditional community settings. This study examined what students perceive as the nature of learning in community-based clinical settings and what variables students identify that contribute to or are barriers to learning in the community. An ethnographic design was employed in an attempt to understand the culture of student learning in community-based settings. Semi-structured interviews (N = 15) and observational visits were conducted with senior-level baccalaureate students enrolled in the Community Health Nursing course in a small, private college in the Mid-Atlantic region. Data analysis searched for the themes of the students' culture of learning. Four major themes emerged from the analysis: independence, clinical skills, the preceptor, and the clinical site. Students reported that becoming independent and confident in their nursing practice and developing their clinical skills constituted the nature of learning in community-based settings. However, students described the refinement of previously learned clinical skills but for the most part did not have the opportunity to learn and practice advanced clinical skills that they hoped would be available. The role of the preceptor and the clinical site were seen as both contributing to and impeding learning in the community. Students who reported positive learning experiences described preceptors who were positive role models and clinical sites that gave them the opportunity to grow and develop. Students who reported negative learning experiences described preceptors who were disinterested, incompetent professionals and clinical sites where they were unable to practice independently. These themes have implications for the future of nursing education and the profession of nursing. Recommendations for changes in community health nursing, nursing education, and nursing research are identified. While this study provides an understanding of the nature of student learning in the community and the variables that give meaning to the learning, the sample size is small and no generalizations should be made.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941901
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Health education
oai:scholarsarchive.jwu.edu:dissertations-1004
2020-04-25T17:54:09Z
publication:dissertations
Distance education: Teacher perceptions and preferences for satellite-based telecommunications
Hallal, Fred E
This study analyzed teacher perceptions and preferences for distance education provided by the Massachusetts Corporation for Educational Telecommunications (MCET). Teachers assessed the quality of satellite broadcasts that were used for either K–12 classes or adult professional development. This ex post facto research used a sample of teachers who submitted program evaluation forms between 1994 and 1998 (n = 1,131). Teachers indicated their preferences for either live or taped broadcasts, the age of the audience, and then assessed program quality using 16 Likert-scaled questions. Three basic questions guided this study. First, did a relationship exist between audience age and preferences for either synchronous or asynchronous timing? Second, did teacher assessments of distance education vary according to the age of the audience? Third, did teacher assessments of distance education vary according to teacher preferences for either synchronous or asynchronous timing? A chi-square analysis revealed a significant relationship between student age and preferences for distance education timing. Two-way analysis of variance showed that audience age and timing were significantly related to teacher assessments of distance education. Assessments of K–12 programming were more positive than assessments of adult professional development. There was a definite preference for live broadcasts of both K–12 and adult programming; but quality assessments of live programming were less positive than assessments of taped programming in almost every comparison. Responses to questions pertaining to student engagement and higher order thinking skills were ranked among the lowest mean scores. It was concluded that teachers considered MCET distance education primarily as a source of subject-related content and not as a resource for promoting engagement, motivation, and critical thinking. Second, live-interactive programming was highly attractive to distance learners, but once experienced, assessments of live programming were not as positive as assessments of taped programming. Finally, this study concluded that adults preferred asynchronous learning strategies. Principal recommendations of this study included, (a) teachers should consider student age when arranging for either synchronous or asynchronous distance education activities, (b) teachers should make optimum use of supplemental materials that are designed to develop higher order thinking skills, and (c) further research should examine the possible relationship between the degree that teachers use supplemental materials and their assessments of distance education programming.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941905
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational software|Curricula|Teaching|Mass media
oai:scholarsarchive.jwu.edu:dissertations-1005
2020-04-25T17:54:07Z
publication:dissertations
Developing school counselors as change agents for schools of tomorrow
Nailor, Patricia Cook
School reform initiatives aimed at increasing student achievement often overlook an available resource, the school counselor. Research literature indicates that the counselor's role in reform is one of an educator helping to improve the learning climate of the school, the educational performances of students, and the links between schools, families, student services personnel, agencies, businesses and other members of the community (College Board, 1994, Campbell & Dahir, 1997). The research question investigated in this study was: What are the properties of an effective school counseling program, and how can they be used to transform counselors into change agents who facilitate reform? A case study method of research was utilized in this investigation. Triangulation of data provided an abundance of information to conduct the study. The 3 sources of data included (a) written literature, (b) interviews with experts in the field of school counseling, and (c) questionnaires distributed to practicing school counselors. The field study conducted for this investigation utilized 2 types of survey instruments: interviews and questionnaires. Interviews with experts in the field of school counseling provided insight into current thinking about the school counselor's role as it is linked to educational reform. Questionnaires distributed to a convenience sample of practicing school counselors provided insight into the perceptions of school counselors regarding their role in educational reform. The review of literature and the data collected in expert interviews provide a preponderance of evidence regarding the essential properties of school counseling programs that help all students reach higher standards and fulfill the counselor's expanding role in educational reform. The 6 properties that emerged from this study are: (a) roles and responsibilities, (b) standards, (c) program delivery system, (d) evaluation, (e) professional development, and (f) equity and access. Of these 6 properties, 3 (standards, professional development, and equity and access) were found to be unarticulated in existing models. This study demonstrated the importance of expanding the counselor's role and contributing to school reform. A major implication is that districts interested in creating or improving their school counseling program will need to fully address all six properties to be successful.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941907
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Academic guidance counseling|School administration
oai:scholarsarchive.jwu.edu:dissertations-1003
2020-04-25T17:54:03Z
publication:dissertations
The advancement president in higher education
Eldredge, Richard Grenville
An investigation of the role of many college presidents which has changed dramatically over the past twenty years, largely due to influences outside of academics. In July of 1998 The National Commission on the costs of Higher Education reported that tuition at private four-year colleges and universities increased by 99 percent between 1987 and 1996. At public four-year institutions tuition increased by 137 percent for the same period. Individual states have reduced allocations to public institutions, federal programs for student grants have been curtailed, deferred maintenance projects have come due, overall personnel costs have escalated, technology infrastructure investments have skyrocketed, and today more students, with less financial resources, are pursuing a higher education. An increasing need for new funding sources, other than state revenues, local taxation, student fees and tuitions has resulted in colleges recognizing the efficacy of philanthropy (fundraising) as an alternative/necessary funding source. Giving USA, 1996, AAFRC Trust for Philanthropy, Inc. reports that annual philanthropic giving in the United States has risen from $28.6 billion in 1975 to $143.9 billion in 1995. Higher education's share in 1995 was $17.9 billion. As the importance and influence of private support in the life of higher education have expanded, so too have the structures which raise and manage these dollars. This dissertation examines the relationship between the campus chief executive officer and the institution's fundraising foundation. The researcher will investigate the individual leadership styles and personal management strengths of ten college/university presidents and/or senior campus chief executive officers and their involvement with this institution's fundraising foundation. The study examines the complexities of the role of the chief executive officer, vis a vis transformational leadership theory, to determine the degree of control, influence, involvement in the decision making process and/or autonomy each exercises in implementing the foundation's fundraising initiatives. Each chief executive officer was purposely selected to be interviewed as a result of their high profile in advancement activities related to their particular institution. As an adjunct, a questionnaire was developed to articulate each foundation's development and history, and the role played by the chief executive officer. This questionnaire and another one developed by CASE was given to the executive directors of those institutions which have foundations. Institutions, while mostly from New England, represent the following higher education sectors: public community college, private business college, private high tech graduate school, private veterinary school of medicine, public university school of medicine, private religious-affiliated college, private university, private college. The principle findings, simply stated, to emerge from this investigation are: (1) Institutional foundations as independent agencies are not for everyone. There are benefits to be sure; however, there are detractions as well, and it would seem that the public sector institutions stand to benefit most. (2) Transformation leadership characteristics are particularly effective in advancement president roles and responsibilities; however, the degree of effectiveness is contextually driven. (3) The literature of advancement president concepts and fundraising initiatives is curiously silent on two significant issues: the role of spouse and the president's residence.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941904
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|School finance|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1007
2020-04-25T17:53:59Z
publication:dissertations
Authentic assessment knowledge and practice of selected second-year Massachusetts high school teachers
Sylvia, Clifford W
While many educators have accepted authentic assessment methodology into the universal practice of teaching, there remains little evidence that authentic assessment methods have generally been accepted by classroom teachers as reliable and valid assessments. The present study examined current authentic assessment practices of second-year teachers in Massachusetts high schools. The modeling of assessment practice and training provided to teacher trainees was studied in relationship to actual authentic assessment practices used in Massachusetts high schools. Research methods for this quantitative study included descriptive and causal comparative methods. A questionnaire instrument was used for data collection. A systematic random sample of 500 practicing, second-year teachers in Massachusetts high schools was drawn from an accessible population of 1,000. The final sample size of 202 was realized from the returned instruments. The study indicates that practicing, second-year teachers in Massachusetts high schools perceive that their assessment training in teacher education preparation programs has been limited. Analysis of data revealed that preservice training in traditional assessment was more inclusive than training in authentic methods. Training in specific authentic assessment methods was found to be limited. In addition, second-year teachers reported that traditional methods of assessment were most used by their college professors. Paradoxically, in their current classroom use second-year teachers used authentic assessments more than traditional tests. However, portfolio assessment was used least. Analysis of variance did reveal limited significant differences in the use of authentic assessment by second-year teachers trained at public or private colleges. Analysis of variance did reveal significant differences in the use of authentic assessment between second-year teachers in specific curriculum areas. English and social studies teachers reported higher use of various authentic assessment methods, while math and science teachers reported limited use. Lastly, data analysis revealed that a low to moderate correlation existed between pre-service training and the use of authentic assessment. The study presents compelling evidence that the assessment of student achievement by teachers should be a priority in effective school programming.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941909
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational evaluation|Secondary education
oai:scholarsarchive.jwu.edu:dissertations-1001
2020-04-25T17:54:04Z
publication:dissertations
A framework for increasing school council potential to effect school improvement
Cain, Maureen L
School-based management (SBM) is a popular educational reform strategy involving redistribution of decision-making authority from the district to the school site. It is most often implemented through a school council, consisting of some combination of principal, teachers, parents, students, and community. Although many goals are proposed, the ultimate goal is to improve schools and student performance through increased stakeholder involvement in decision-making. Studies show, however, that school councils fail to achieve important goals. Knowledge about how to improve school council involvement in decision-making is generally limited by the existing SBM/school council research and by the research being in a format that makes utilization impractical from an action research approach. The purpose of this study was test the utility of a proposed framework for assessing the potential effectiveness of school council involvement in decision-making. The research examined the relationship between the decision-making authority of school councils and organizational variables supportive of school council involvement in decision-making. Teachers on school councils and principals in 222 public high schools were surveyed. Factor analyses of survey responses revealed a need to make major changes in some factors hypothesized to represent the framework. Overall, respondents indicated that school councils had limited decision-making authority in most areas and that organizational variables were not in place to support school council involvement in four out of eight areas. Most of the correlations were weak but definitive patterns emerged. Implications of the research are identified for teachers and other school council members, policymakers and educational leaders at all levels, and researchers. The study makes contributions to theory and provides a framework for conducting action research and guiding decisions.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941902
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1002
2020-04-25T17:54:02Z
publication:dissertations
District strategic planning: Is there evidence of strategic thinking and acting? (A study of three Rhode Island school districts)
Canole, Mary C. Holland
The strategic planning process is a key strategy in adapting to, managing, and instituting change in the area of school improvement. “Strategic planning is a process that involves stakeholders in determining priorities and setting future direction. It is a process of organizational renewal that allows a school district to anticipate and react to change in a proactive manner” (Goodin, Myers & Nichols, 1988, p. 12). Both strategic thinking and acting behaviors are desired products of an effective strategic planning process. The impact of strategic planning on strategic thinking and acting, however, had not been documented. The purpose of this study was to answer the research question: Is there evidence of strategic thinking and acting being demonstrated in school districts engaged in strategic planning? This qualitative study investigated the impact of the strategic planning process on strategic thinking and acting in three Rhode Island public school districts with prolonged experience in strategic planning. An interpretive case study approach was used to investigate districts' perceptions of their own strategic planning experiences. A strategic thinking and acting typology was constructed based on the work of Fullan (1993), Snader (1998), Mojkowski (1998), and others during an extensive review of the literature. This typology provided a baseline of indicators of strategic thinking and acting in an educational context. It was used to categorize and document evidence of strategic thinking and acting behaviors found in the three school districts. The first strategic planning cycle does not seem to be enough to foster habits of strategic thinking and acting in district personnel. However, there are key lessons to be learned from the first planning experience that will make the second strategic planning cycle stronger and more effective. Prolonged strategic planning can teach participants how to think and act strategically. The researcher-developed Strategic Thinking and Acting Typology and the Dimensions of Strategic Thinking and Acting Model provide educators construct-valid instruments. These instruments can be of considerable utility to the educational community as more studies are done on the effects of the strategic planning process.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941903
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1009
2020-04-25T17:54:15Z
publication:dissertations
An evaluation model for school and business partnerships
Alba, Guy Douglas
Preparing students for the future requires collaboration among all of the stakeholders in education. In establishing educational standards, priorities, and programs, educational leaders need to enter partnerships with ethical business leaders. The purpose of this study is to create an evaluation model for school/business partnerships. The following research questions are addressed: (1) What are the elements of successful school/business partnerships according to business and educational leaders? (2) To what extent do the school/business programs in one large, urban school district adhere to these criteria? Ideas from an ethnographic case study helps to highlight and cross-validate information in the literature cited as important indicators for successful school and business partnerships. The case study involves a partnership between a large, urban, middle school serving an ethnically diverse, low-income population and a large mutual insurance company dedicated to the highest industry standards of ethical business practices. From this data, a survey was developed to measure how the schools and businesses throughout the district fit these criteria for success. The examination of the data from the survey helps to verify the most important elements of successful school/business partnerships. The entire process leads to a new evaluation model and evaluation tool for business and educational leaders. By incorporating systematic evaluation into the planning and implementation of school/business partnership activities, the participants will be equipped to improve their outcomes as well as provide the proof of worth that must ultimately take place. The new evaluation model is called the Partners Affecting Learning (PAL) Evaluation Model. There is also a PAL Evaluation Tool that frames the measurement of the school district data against the indicators of successful school/business partnerships.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999549
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Business education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1013
2020-04-25T17:54:12Z
publication:dissertations
Corporate /college partnerships and their impact on corporations and institutions of higher education: A corporate perspective
Grubb, Gina Christine
The purpose of this multicase study was to explore partnerships between corporations and institutions of higher education that contribute to the academic attainment for the professional development of the workforce. Corporations have increasing expectations that employees be knowledgeable. One vehicle to achieve this is through partnerships among corporations and institutions of higher education. Increasingly, higher education institutions are forming partnerships with these corporations to provide the education for a more knowledgeable workforce. These partnerships provide education, training and development opportunities for employees, often for academic credit. This translates into new expectations for workforce knowledge, training, skills and provides perpetual learning opportunities for employees, vendors and customers. Corporations and institutions of higher education recognize evolving technologies, the emergence of a global economy, the need to serve, develop and maintain an educated and competitive workforce in the 21st century. The researcher purposely selected six corporate representatives that were responsible for the development of corporate education and partnerships. The six corporations were three insurance corporations (with one in financial services), two manufacturing (with one in high-technology) and one retail corporation. The researchers collected data in a triangular approach, which included: interviews, observations (when convenient and appropriate) and printed documentation. The researchers purposely selected corporations and institutions of higher education that did not have current partnerships with one another. This allowed for a broader base of information to be collected and studied in this research. The findings in this study include the following: (1) descriptions of the characteristics and structures of partnerships between corporations and institutions of higher education, (2) activities involved in developing partnerships with corporations and/or institutions of higher education, (3) organizational and financial arrangement of partnerships, (4) success factors and problem factors in developing partnerships, (5) effects these partnerships have on corporations, and (6) future directions for these partnerships. A typology of the primary characteristics was developed from the corporations and is provided within this study. The study concludes with recommendations for further studies.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999553
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Adult education|Continuing education|Bilingual education|Multicultural education|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1012
2020-04-25T17:54:10Z
publication:dissertations
Level of involvement of college students with and without disabilities at independent colleges in New England
Gallagher, Joanne M
The undergraduate college experience provides students with the ability to grow academically, socially and personally. This experience has been well documented for students without disabilities, but little research has been performed on students with disabilities. Based on Alexander Astin's involvement theory, this research examined the awareness of campus services and activities and the level of involvement of students with and without disabilities at independent baccalaureate institutions in New England. The relationship of these services and activities to student involvement was compared for each group of students and between groups. Student questionnaires were sent to three independent institutions and a total of 168 responses were returned. The students with disabilities completed eighty-nine questionnaires and students without disabilities completed seventy-nine questionnaires. Data were subjected to descriptives, two-way ANOVA and discriminant analyses. Results revealed that all students were highly aware of campus services and activities, but utilization was low for all groups. Students with disabilities and resident students utilized campus services and activities more often than students without disabilities and commuter students, respectively. For students with disabilities, the best predictor was the utilization of the Office of Disability Services and the worst predictor the lack of use of Health Services. Prediction of group membership of students with and without disabilities was moderately high for awareness and utilization of campus services and activities. This study validated Astin's involvement theory for resident students and initiated a preliminary application for students with disabilities. Recommendations for the integration of campus services and activities into academic coursework and future research are discussed.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999552
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Educational sociology
oai:scholarsarchive.jwu.edu:dissertations-1006
2020-04-25T17:54:01Z
publication:dissertations
The relationship between elementary teacher professional development and classroom practices
Ottaviano, Donna M
Although inservice education and professional development endeavors in their various forms continue to be enormously popular and widely valued, we still know relatively little about what difference they make in the classroom (Guskey, 1997). The focus of this qualitative case study was to determine the extent to which teacher professional development affected principal and teacher perceptions about improvements in classroom practices and pedagogy. The findings from the study provided information on the degree to which there is a relationship between changes and improvements in the classroom as a result of professional development initiatives. According to Guskey (1997), researchers are still unsure of the elements that contribute most to effective professional development; what formats or specific practices are most efficacious; or how professional development contributes to improved teaching and learning. The need to investigate professional development in a suburban school district in Southern New England originated from the fact that the school department has employed two different models of professional development over the last 7 years. The initial model followed the large group, one presentation, approach. The most recent model followed a small group site-based format. That is, topics originated from the school site where the training was going to take place. A need existed to explore and investigate how to design professional development opportunities so that the system of learning for teachers becomes compatible with what is expected from students and also results in teacher development. Methods utilized in conducting this study involved one-on-one interviews of elementary principals, certified elementary classroom teachers and support staff. Dennis Sparks, the Executive Director of the National Staff Development Council was also interviewed due to his level of expertise. Information obtained was compared to standards set by the National Staff Development Council (1995) as criteria for professional development programs designed for elementary school staff. A major finding in the study was that site-based professional development is imperative to ensure the involvement of teachers, the attainment of site goals and needs, and the designing of follow-up activities as an on-going effort toward whole-school improvement. In addition, it was found that professional development efforts that are research-based and content area specific affected teacher pedagogy in the classroom within this suburban school district in Southern New England.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9941908
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|Elementary education|Curricula|Teaching
oai:scholarsarchive.jwu.edu:dissertations-1011
2020-04-25T17:54:08Z
publication:dissertations
Sources of principals' understanding of school restructuring
Ellis, Rose
This study identified sources of principals' understanding of school restructuring by investigating (a) how principals define restructuring, (b) learning experiences they prefer to use to develop their definition, and (c) the relationship among their definition of restructuring, the learning experiences they prefer to use to learn about restructuring, and demographic factors of school level, years of experience, and school location. Comments regarding preferences were also solicited. A systematic, random sample of 360 principals was selected from the population of principals listed in the Massachusetts Department of Education School Directory 1997–1998. This Directory listed 1,868 schools and principals in Massachusetts. Two hundred and two surveys provided a 56% return rate. The survey instrument, “The Principal and Restructuring,” was based on a typology of the restructuring research and on the professional development literature for principals. It was developed to answer five research questions. The national restructuring studies of Newmann and Wehlage (1995) informed this study. This quantitative study used descriptive statistics to analyze the two dependent variables of principals' definitions of restructuring and their preferences for learning about restructuring. The causal-comparative research method investigated the relationships between demographic variables and dependent variables. Analysis of variance (ANOVA) with a factorial design determined that there was no statistical difference between the dependent variables and the demographic factors. Findings indicated that principals' definitions of restructuring mirrored the research. Initiatives that addressed shared leadership, improved student learning, and quality teaching received higher means. Initiatives that included participatory school councils and community involvement had lower means. Learning experiences principals prefer to use to enhance their understanding of restructuring were determined to be informal, focused at the school site, and from familiar sources such as staff and colleagues. The solitary activity of reading professional journals and research articles had the highest mean for preferences and formal experiences such as mentoring, summer institutes, graduate courses, and advanced degree programs were ranked among the lowest means. The results of this study suggest that the principal's focus is building-based, informal, and private, whether sharing leadership or pursuing professional development.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999551
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1008
2020-04-25T17:53:58Z
publication:dissertations
Individual student characteristics and satisfaction within the college environment
Helmich, Doris I
This study addressed the student's perception of satisfaction within the college environment. More specifically, it sought to understand the extent and manner that satisfaction within the college environment could be explained by individual student characteristics. This study extended present research, which focused primarily on institutional characteristics' influence on student satisfaction. The investigation was a secondary analysis of 1998 USAGroup Noel-Levitz Student Satisfaction Inventory data. The student characteristics formed fourteen independent variables. Nine factor analytically derived measures of the environment comprised the dependent variables: Academic Advising, Campus Climate, Instructional Effectiveness, Financial Aid, Responsiveness to Diverse Populations, Service Quality, Academic Support Services, and Campus Life. PRECEDE (Predisposing, Reinforcing, Enabling Constructs in Educational Diagnosis and Evaluation) enlightened the study. This comprehensive theory helped understand the focus, which was the students' individual characteristics and satisfaction within the college environment. Analysis of variance calculated how satisfaction within the college environment varied by individual student characteristics. Multiple regression measured the extent and manner that student satisfaction within the college environment was explained by individual characteristics. The major findings included the frequency that individual student characteristics appeared in the satisfaction factors. Freshmen and sophomores were positive predictors to satisfaction within the college environment, while juniors were negative predictors for Instructional Effectiveness and seniors were negative predictors to Service Quality. Students attending their third-choice institution were dissatisfied with everything except Campus Life. Women were significantly more satisfied with Campus Climate, and Academic Support Services, while men were significantly more satisfied with Academic Advising. Ethnicity also played a major role in satisfaction within the college environment. African-American students were significantly more satisfied with Service Quality, while American Indian or Alaskan Native students were significantly less satisfied with Administration Effectiveness. Hispanic students were significantly less satisfied with Campus Life. The implications for curricular and co-curricular programs and policies are: to develop a seminar-type offering for each class level and not simply focus on freshmen; to share the results with high school guidance counselors to establish an improved institutional-fit; and to determine which students are attending their third-choice institution in order to provide interventions for academic and social integration.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9946604
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Curricula|Teaching|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1014
2020-04-25T17:54:13Z
publication:dissertations
Evaluating professional development: The impact on classrooom teachers at the school district level
Liguori, Lori J
Professional development is considered to be the vehicle by which educators continually enhance their professional knowledge and practice. More importantly, when educational leaders promote school reform initiatives, professional development is usually the most frequently recommended method for bringing about change. However, within the past ten years, educational literature continues to indicate that professional development is limited, has serious flaws that result in ineffective outcomes, and has minimal impact on teachers' classroom practice. According to Guskey (1997), more recently, researchers have tried to determine the true impact of professional development, but have met with little success. Further, despite the gains made in identifying teaching practices that result in increased student achievement, there is little systematic inquiry into the process of professional development and its effects on teaching practices on a much broader level (Guskey, 2000; Guskey & Sparks, 1996; Sparks, 1988). The purpose of this study was to investigate the effects of professional development on classroom teachers at the school district level. Three areas were examined: change in teacher knowledge, skills, and classroom practice; teacher perceptions of student learning; and change in teacher beliefs and attitudes. The study was designed to measure professional development outcomes through a cross sectional survey methodology in four public school districts located in Southern New England. Research subjects were 228 teachers who volunteered to participate in the research study by completing a professional development survey. Despite the criticism surrounding professional development, this study has confirmed other research studies indicating that teachers believe that professional development is important and worthwhile. In contrast, the results of this study also support the research literature indicating that professional development continues to be riddled with inherent weaknesses that lead to its ineffectiveness. One of the most significant findings of this research study is the lack of evaluation methods to determine the effects of professional development. The results of this study indicate clear implications for all educators involved in professional development. Recommendations for practice are also included.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999554
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1015
2020-04-25T17:54:14Z
publication:dissertations
Principals' perceptions of learning communities
Mort, Kathleen Joy
This research investigated the relationships between how principals think about learning communities and how their understandings influence the way they organize and support learning for their faculty. In addition to examining the alignment between the mental models and actual behaviors, the research investigated the impediments principals experience in attempting to align their images with practice. Qualitative research in the form of interviews was used for this study. Interviews were electronically recorded and then transcribed. Data analysis and data collection occurred simultaneously. Learner-centered psychological principles established by the American Psychological Association (1997) provided the theoretical framework. Concurrently, literature in the following areas was examined: (1) school reform and improvement as it affects a learning community; (2) organizational learning; (3) adult learning theory as it relates to staff development; (4) staff development models; and (5) principals' roles in creating and sustaining learning communities. The researcher found that there was evidence of a great deal of community involvement and learning opportunities for children, but little evidence in most schools of the kinds of ongoing learning necessary to promote and strengthen professional growth in teachers. Although there was evidence of making the schools a welcoming place for children and their families, and a rich environment in which the children could learn, there was little evidence in most schools of a culture of continuous learning for the faculties. This study also confirmed that beliefs determine what leaders do; practice is determined by perception. As a result of this study, administrators, members of administrative teams, higher education leaders involved in creating, implementing, and evaluating preparation programs for principals, and those engaged in professional development will better understand how leaders' mental models of learning communities can affect the design and implementation of ongoing professional development for educators.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999555
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|School administration|Adult education|Continuing education
oai:scholarsarchive.jwu.edu:dissertations-1010
2020-04-25T17:54:18Z
publication:dissertations
Mentors and protégés: The impact of the mentoring relationship on beginning teachers and mentor teachers
Dexter, Glenda Gray
The ordeals and challenges of the first year teacher have often been cited as reasons why up to one-third of new teachers become discouraged and even abandon their teaching careers within the first two years. This extraordinary turnover among new teachers should give us an indication that the induction process into the teaching profession needs to change. The threat of teacher shortages has prompted many districts across the nation to turn to formal induction in an effort to support new teachers in the classroom and keep them from leaving the profession. Mentoring programs are now being implemented as a professional development strategy for beginning teachers. Acclimating new teachers and easing their transition from the world of education theory to the world of education practice is a lofty goal of mentoring programs. The state of Connecticut established a mentoring program in 1989 entitled BEST (Beginning Educator Support and Training). This study examined the effects this formalized mentoring program had on mentors and protégés and also identified the qualities of successful mentor/protégé relationships. Focus groups were conducted in three different districts in Connecticut. The groups were comprised of beginning teachers and mentor teachers who have participated or are presently participating in the BEST Program. Interviews were employed as a means of studying individual perceptions. The results of the study will assist in documenting the impact of mentoring and make recommendations for a successful mentoring relationship.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999550
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Curricula|Teaching|School administration
oai:scholarsarchive.jwu.edu:dissertations-1021
2022-02-03T07:17:20Z
publication:dissertations
A resilience -promoting dynamic learning community: A case study of a southern New England high school
Marrapodi, Michael E
A preponderance of educational research targets at-risk student populations by focusing on factors that contribute to student's failure. Emerging from this research, resilience theory is drawing increased attention. Resilience theory posits that resilience is a capacity that allows a person, group or community to prevent and overcome the damaging effects of adversity. The purpose of this research was to identify the ways schools support the at-risk student, calling forth the resilience already present in his or her life and to and to identify ways a school helps at-risk students to be successful in school. Applying constructs from resilience and learning organization theories, two primary research questions sought to locate the sources of resilience promotion and to determine the degree to which each might contribute to a better understanding of the school's role in promoting resilience as a dynamic learning community. Field study data were collected from interviews of students and parents and triangulated with school record documentation and extant literature in a single case-study. Converging themes emerged from quantitative and qualitative analysis of the data. The findings link the emergent themes and the supporting evidence. Themes related to resilience promotion include nurturing, visibility, risk-taking, influence and life skills. Themes related to dynamic learning communities included core, vision, learning, reflection and integration. The findings indicated that resilience promotion must be (1) deliberate and intentional; (2) the product of ongoing discussion among school staff, parents and students; (3) coordinated by school leadership; (4) supported by faculty in-service and training; (5) reflected in school policy. To become dynamic learning communities, the findings suggest that schools must (1) examine core values, assumptions, practices and beliefs; (2) craft a vision for the future; (3) provide cutting edge resources; and (4) provide time for reflection.
2001-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3017530
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Secondary education
oai:scholarsarchive.jwu.edu:dissertations-1028
2020-04-25T17:54:38Z
publication:dissertations
School reform: Accountability, data use, and the principal
Glenn, Carrie E
Many school systems and local governments have demanded that accountability systems be established. With the passage of Article 31 in 1997 by the Rhode Island legislature, the mechanics for a system are now in place for Rhode Island schools and districts. The legislation, designed to ensure that the public and schools are provided with information about students' needs and how schools organize resources to meet those needs, mandates that principals are given data about their schools so they can make informed decisions to improve their schools' performance. In Rhode Island, two data rich documents contain information relative to schools' capacity for reform. These documents are School Accountability for Learning and Teaching (SALT) and InfoWorks!. These two documents are designed to provide Rhode Island school principals with the data they need in order to make decisions that will create increased capacity within their schools for reform. The purpose of this study was to examine (1) how urban elementary principals use the data provided in the state's data sources, SALT and InfoWorks!—specifically, what themes and patterns of use emerge; (2) the obstacles that principals encounter as they use these data sources to inform their decision-making. The study was qualitative in design and investigated principals' use of these data sources through an open-ended and semi-structured interview process. To create an interview protocol, a pilot test was conducted with a focus group of six urban elementary school principals from a district not included in this study. Based on the results of the focus group discussion, a semi-structured content-valid interview protocol was developed. Interviews were then conducted with a purposefully selected sample of urban elementary school principals, recommended by their superintendents. The data from the interviews were coded and analyzed to show patterns and relationships. Key variables emerged that related specifically to principals' use of the SALT and InfoWorks! data and the barriers encountered in the context of making decisions. Based upon these variables, the researcher developed an eight-step action plan to address the concerns raised in this study and made specific recommendations for further research.
2001-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3042728
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Elementary education|Educational software
oai:scholarsarchive.jwu.edu:dissertations-1024
2020-04-25T17:53:51Z
publication:dissertations
Determinants of university climate and their effect on graduate school satisfaction: A case study of one university
Hurley, Nancy S
An investigation of university climate and its effects on graduate school educational student satisfaction at one private university. This study determines if the university climate provides a learning environment that enhances student satisfaction. University climate is examined in terms of excellence of faculty, excellence of leadership, and excellence of resources. A questionnaire is completed by a cross section of the total graduate student population. A cluster sample is used to ensure that thirty percent of the graduate student population participates in the survey. The questionnaire collects information on satisfaction as it relates to the university climate. The questionnaire also determines the importance of specific factors identified as influencing a student's decision to select a particular graduate school. The importance of this study is to provide information to guide university leaders with the reorganization and improvement of a university climate and its relationship to student satisfaction and achievement. In addition, this research project determines the aspects of university climate that are most important to graduate students and any differences between student satisfaction and the following independent variables; gender, residency, age, bachelor degree holders from within the university and other schools, and number of terms enrolled. The principal findings from this study show that the following factors strongly influence admissions decisions: selection of majors; competitive tuition; no required standardized admissions test; and career opportunities upon graduation. Overall the student population is satisfied with issues concerning education, facilities, and leadership at the school under study. However, at least one third of the student sample is not satisfied with education-related issues such as the ability of education to meet their expectations, the attributes of the faculty, and the availability of high quality career placement programs. Over forty percent of the student sample does not feel that the graduate school buildings look professional, that student resources are conveniently located, or that the library is an excellent resource for their studies. More than forty percent of the sample do not feel they participate in the school's development and they do not agree that the school offers an excellent quality of services. The student sample sees career opportunities upon graduation as their most important issue. In addition, there are significant differences between international and domestic students and also between bachelor degree holders from the institution under study and non-holders on many issues concerning the university climate.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3004988
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Educational psychology|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1018
2020-04-25T17:54:06Z
publication:dissertations
Corporate /college partnerships and their impact on corporations and institutions of higher education: A higher education perspective
Smith, Heather Clark
The purpose of this multi case study was to explore partnerships between corporations and institutions of higher education that contribute to the academic attainment of the employees/students. Corporations have increasing expectations that their employees be knowledgeable. One vehicle to achieve this is through partnerships among corporations and institutions of higher education. Increasingly, higher education institutions are forming partnerships with these corporations to provide the education for a more knowledgeable workforce. These partnerships provide education, training and development opportunities for employees, often for academic credit. This translates into new expectations for workforce knowledge, training, skills, and provides perpetual learning opportunities for employees, students and customers. Corporations and institutions of higher education recognize evolving technologies, the emergence of a global economy, the need to serve, develop and maintain an educated and competitive workforce in the 21st century. The researcher purposely selected six institutional representatives responsible for the development of corporate partnerships with corporations. The six institutions of higher education were four private and two public, and had formulated partnerships with corporations. An informal interview with a standard questionnaire consisting of open-ended questions was used. Other data from tours and printed documentation was collected at each institution of higher education. The research findings in this study include the following (1) descriptions of the characteristics and structures of partnerships between corporations and institutions of higher education, (2) activities involved in developing partnerships with corporations and/or with institutions of higher education, (3) organizational and financial arrangements of partnerships, (4) success factors and problem factors in developing partnerships, (5) the effects these partnerships have on the institutions of higher education, and (6) future directions for these partnerships. The study concludes with recommendations for future research.
1999-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999558
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Adult education|Continuing education|Business education|Community colleges|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1022
2020-04-25T17:53:54Z
publication:dissertations
Mentoring aspiring principals to improve principal preparation
Medeiros, Sherry Ann
In an attempt to revitalize principal preparation programs, many states are experimenting with new field-based programs that situate the learning in schools under the direction of mentor principals. This research studied the use of experienced, exemplary principals as mentors in one such alternative principal preparation and certification program. The study examined the dynamics and impact of the mentoring relationship on both the mentor and protégé. A qualitative research design using multiple-case studies of existing mentor-protégé teams was employed. Interviews, observation, and document analysis were used to collect data. Three themes were identified in the mentoring relationship: dynamics, skills, and support. Each of these themes included three components. The most significant components of the relationship dynamics were: (a) open communication with reciprocal feedback, (b) articulating a clear vision and philosophy, and (c) identifying strengths and weaknesses of the mentors and protégés. Appropriately matching mentors and protégés was identified as a key contributor to the effectiveness of the mentoring relationship. Crucial mentor skills included: (a) modeling, (b) listening and reflecting, and (c) questioning and teaching. Important support components included: (a) the availability and constructive use of time, (b) the availability of a mentor network, and (c) a clearly defined program structure with well-articulated program requirements. The study also identified the education, training, resources, and support mentors need in order to become exemplary teachers, coaches, models, and facilitators for aspiring principals. Identifying the education, training, resources, and support necessary for developing quality mentors; and analyzing the dynamics and effect of the mentoring relationship may result in a new program design for principal preparation. The findings have implications for policies, programs, and practices relating to the use of mentors and field-based principal preparation and certification programs.
2001-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3017531
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Adult education|Continuing education
oai:scholarsarchive.jwu.edu:dissertations-1025
2020-04-25T17:56:03Z
publication:dissertations
Comprehensive framework for K–12 assessment of English language learners
Mossberg, Frances S
Mossberg, Frances S. Student assessment, often in the form of testing, has become widely recognized as one of the most critical educational issues in the United States. This study focuses on the assessment of English language learners (ELLs). An exploratory descriptive study was employed to find evidence for the existence of a comprehensive framework for the assessment of ELLs, and to identify the essential components of a theoretical framework for ELLs in grades K–12. The study used a triangulation approach to data collection. Data sources included (a) extant literature related to the topic, (b) interviews with nationally recognized experts in student assessment, and (c) interviews with assessment coordinators in urban public schools in a New England state. This approach provided the necessary corroboration to enhance reliability and validity. Data derived from all sources were examined to determine the fundamental components of a comprehensive assessment framework. Ten components were identified: (a) knowledge about assessment, (b) teaching and learning, (c) professional development, (d) accountability, (e) policies, (f) cultural competencies, (g) information systems/data, (h) planning, (i) organizational capacity, and (j) moral/ethical considerations. The research articulates a framework that can be used at local, state, and federal levels to ensure that assessment programs and practices expand educational opportunities for English language learners, and do not result in the discriminatory denial of educational opportunities or benefits to them.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3042725
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Bilingual education|Multicultural education|Psychological tests|Law|Educational evaluation
oai:scholarsarchive.jwu.edu:dissertations-1019
2020-04-25T17:53:56Z
publication:dissertations
Strategic leadership for student achievement: An exploratory analysis of school board-superintendent governance and development practices
Cotter, Maureen E
There has been significant research directed toward teaching and learning to determine the impact of school reform efforts on student achievement. There is however, limited research on the governance structures that foster or hinder implementation of educational reform efforts. The guiding question in this research examined to what degree and under what conditions are school boards capable of promoting and sustaining student achievement? A quantitative design explored the core characteristics of school board members, school board development activities, governance practices, and perceptions of student performance on selected achievement indicators. The research utilized an online web-based survey methodology administered through professional e-mail discussion groups that yielded an overall 8% response rate inclusive of a combined sample of school board members (10%) and superintendents (6%). A conceptual leadership framework captured the constructs of vision, advocacy, organizational structures (environment), accountability, and collaborative leadership. Mean responses were ranked ordered and pairwise correlations determined shared variance coefficients of determination between governance practices and participant perceptions on selected student achievement indicators. Statistical significance was obtained in correlations between four leadership constructs and perceptions on three student achievement indicators. In particular, vision (r = .453, p < .01), collaborative leadership (r = .424, p < .01), accountability (r = .414, p < .01), and advocacy (r = .406, p < .01) evidenced moderate correlations with student performance on non-traditional student achievement indicators: development of citizenship, arts appreciation, character development, job skill development, healthy lifestyles and, development of cultural tolerance. Multiple regression analysis revealed that the constructs of vision and accountability were statistically significant predictors. This finding concurred with previous research that examined high expectations for student achievement and emerging accountability systems. Vision exhibited small positive predictive value for respondent perceptions on level of student improvement on state performance tests (r2 = .105) with a slightly stronger predictor value for student performance on non-traditional student achievement indicators (r2 = .216); accountability demonstrated a small positive predictive value for availability of district content standards (r2 = .083). While the findings are tentative due to the small sample size, they do suggest a basis for further research to examine more broad-based indicators of student achievement in the context of district leadership, governance, and school board development practices.
2001-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3017528
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1017
2020-04-25T17:54:17Z
publication:dissertations
State funding, student performance, school effectiveness: A Massachusetts experience
Siminski, Robert Joseph
In response to the finding in a lawsuit, McDuffy vs. Robertson, the Massachusetts legislature passed the Education Reform Act of 1993. Through funding increases designed to address inequities, student performance would improve. The Massachusetts Educational Assessment Program (MEAP), a standard measure, was used to assess student performance as a corollary of funding. This research examines the relationship among funding increases, performance on the MEAP and school effectiveness. Thus, this research examines characteristics of effective schools to consider whether increased funding in relates to increased student performance as measured by the MEAP Test. The research of Lezotte, Levine, Ornstein, and Jacoby (1990, 1991, 1992, 1994, 1993, 1995) has indicated that there is a relationship between the existence of correlates for effective schools and improved student achievement. The Coleman report of the 1960's indicates that schools could not overcome the influence of a family or societal background on achievement, (Libler, 1992). In an attempt to improve student achievement, the Massachusetts Education Reform Act provided for increased funding for individual school districts and changes in the governance of school districts and individual schools (Public Schools M.G.L. Chapter 71). This research examines the following: (1) school districts expenditures in budget categories related to instruction; (2) the level of state and local funding; (3) demographic characteristics of the communities; (4) performance on the MEAP. Comparison of expenditures is based on the expenditure classification system developed by the Massachusetts Department of Education for all 252 Massachusetts school districts. Data on expenditures and student performance are available from the Massachusetts Department of Education. The data is from the 1996–1997 school year. This research examines whether increased funding has had an impact on student achievement as measured by the MEAP when the characteristics of an effective school are present. The funding plan contained in the Education Reform Act of 1993 was for a period of seven years. Therefore, statistics can be generated from available data in order to determine if reforms outlined in the law have been accomplished. This research could be helpful to Massachusetts legislature committees as well as to superintendents because the general court must within the two years consider the reauthorization of the funding contained in the Education Reform Act of 1992. The research demonstrates that there is a link between the infusion of additional resources and student achievement. The correlation is strongest in the area of mathematics and reading in the regular day program.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999557
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|School finance
oai:scholarsarchive.jwu.edu:dissertations-1029
2020-04-25T17:54:37Z
publication:dissertations
The effects of peer observation on self -governance among elementary school teachers
Straughter, Brian
Teachers general practice tends to occur in isolation and does not welcome visitors and observers (Johnson, 1990; Lortie, 1975; Mann, 2000; Sergiovanni, 1992). But that old understanding is slowly changing. The belief that teachers can learn from one another is becoming more common (Bauch & Goldring, 1998; Donaldson, 2001; Kruse & Seashore-Louis, 1995). It would be reasonable to expect that most teachers are taking advantage of this new ideology by visiting and observing each other, but in most schools that is not the case. Identifying ways to help teachers observe and talk about each others practice is one first step toward establishing a community of learners (Scribner, 1999). The Mission Hill School (MHS) is a new pilot K–8 school in a large urban school system in New England, designed to be innovative in terms of curriculum, pedagogy, and governance. As a staff-governed school, in which teachers both support and judge each others work, staff felt that they had to actually see each other at work. At the same time, they were cognizant of their own hesitations to engage in formal observation. Specifically, this research asked the following questions: (1) What barriers prevent formal peer observation and follow-up dialogue in a small, staff-governed pilot school? (2) How can a school-wide system of formal peer observation overcome such barriers? and (3) What teacher knowledge does formal peer observation lead to and what are the implications of this knowledge for staff-governance? The process evolved from a loosely structured system aimed at improving teaches classroom practice, to a more rigidly structured and scheduled system and finally to a moderately structured system whose primary objective was to improve staff governance. Through this ongoing process, teachers described deep motivation to learn and a sense of trusting relationships with their colleagues. They also reported gaining knowledge about themselves, each other, and the school. Yet the teachers never fully embraced the peer observation and dialogue system, despite its reported benefits and its severe phases of revised implementation. During the 18-month research period, one in-depth interview was conducted with each individual teacher, 4 surveys were developed, several full-staff meetings and regular informal interactions with colleagues were documented. Data was then examined for internal consistencies, triangulated using observation, interviews and questionnaires, and alternative interpretations were explored. Data was also examined to identify and understand the implications of this knowledge for staff-governance. Findings revealed key psychological and structural barriers to formally observing peers, such as vulnerability about receiving critical feedback, as well as difficulty critiquing colleagues. Teachers also mentioned prioritizing students and student learning and therefore, not wanting to leave their own classrooms. Additionally, the many responsibilities of a new school and too rigidly or loosely structured peer observations acted as barriers.
2001-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3042729
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|School administration|Elementary education
oai:scholarsarchive.jwu.edu:dissertations-1026
2020-04-25T17:55:59Z
publication:dissertations
The evaluation of information technology plan implementation in Rhode Island public schools
Kpangbai, Mator M. F
Since the current school reform movement began in the early 1980s, the use of information technology (IT) has been widely recommended to improve teaching and learning. As the use of technology increases, school districts are required to develop IT plans in order to receive funding from state and federal governments. (Cradler, 1996). Ironically, with the increased use of IT, there is little evidence that most school districts carry out any IT program evaluation to determine the effectiveness and quality of their practices. The purpose of this qualitative study was to determine the extent to which Rhode Island school districts evaluate the implementation of their district IT plans. The researcher employed descriptive statistics to gather data from various school districts. The triangulation of the data (surveys, interviews, and IT plan documents) provided a preponderance of evidence regarding the essential properties of an effective IT plan implementation program. The four properties that emerged from this study were: (a) technology planning and implementation, (b) evaluation of the technology plans, (c) utilization of the evaluation information and (d) impediments to conducting evaluation. This study demonstrates the importance of evaluating the implementation of IT plans and of using the information to support decisions about improving the uses of technology. A major implication is that districts will need to fully address all four properties of an effective IT plan to be successful in creating or improving their school district technology programs.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3042726
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational software|Elementary education|Secondary education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1027
2020-04-25T17:56:01Z
publication:dissertations
Applying research -based criteria to Rhode Island's public alternative schools and programs
Haughey, Paul Scott
Alternative education programs (AEPs) have been operating in public schools for over thirty years, and there is considerable research testifying to their effectiveness. As a result of these long standing programs, the literature and research identifies criteria for exemplary alternative schools/programs. The purpose of this study was to identify the essential criteria for exemplary alternative education in public school settings via the literature and research findings, and the barriers that prevent the criteria from being fully addressed by the educational leaders of these schools/programs. Multiple case study methods were employed to conduct the research. Individual interviews were the primary data collection methodology. The coding of qualitative data and other appropriate analysis techniques, including the use of QSR N5 software, were conducted simultaneously with the data collection, interpretation, and the writing of the research report. The process of reduction and interpretation was used to identify themes, categories, and patterns from the data collected. From the review of related literature and research, three essential criteria of exemplary alternative education emerged: (1) positive school climate; (2) customized curriculum and instruction; (3) personal, social and emotional growth. Sub-categories of each criterion emerged. The data was then compared to the research. From this comparison, agreements, conflicts, and gaps were identified. The strongest agreement between the data and the research related to positive school climate emphasizing the importance of a caring, demanding, and well-prepared teacher. The strongest conflict between the data and the research existed in the area of personal, social, and emotional growth and the best praxis necessary to promote and develop citizenry. The gap which raised the greatest amount of concern was evident in the customized curriculum and instruction criterion. John Kellmayer (1995a) emphasizes Bloom's taxonomy in curriculum development because of a failure to emphasize higher order thinking skills. In addition, the development of affective skills is often overlooked in alternative school curricula (p. 79). This gap needs to be addressed in subsequent research of public school-based alternative education. Findings, summaries, conclusions and recommendations from this study are to be made to the Rhode Island Department of Education, a major client of this research.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3042727
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Secondary education
oai:scholarsarchive.jwu.edu:dissertations-1030
2020-04-25T17:56:04Z
publication:dissertations
Designing mental health services for a small and highly personalized high school
Bayer, Amy Elizabeth
The number of adolescents in the United States who have mental health problems is as high as 22% and yet fewer than 20% of them receive any kind of mental health care (National Advisory Mental Health Council, 1999). Many researchers have argued that in order for students to be able to concentrate on their schooling, their mental health problems must be addressed (Carlson, Paavola, & Talley, 1995; Dryfoos, 1994; Knitzer, Steinbery & Fleisch, 1990; Mintzies & Hare, 1985; Tyack, 1992). One small high school in Providence, RI, the Metropolitan Regional Career and Technical Center (Met), has tried to address the social and psychological issues of its students by providing a personalized educational program for each student. But even at this school where there is a student/teacher ratio of fourteen to one, the staff has discovered that the students still present mental health issues that extend beyond the scope of the teacher's time and expertise. In addition to needing more accessible mental health care for Met students and their families, the school needs to design a way to integrate such care into the overall structure of the school. Because the Met is a school where students are encouraged to talk about their challenges and personal struggles as a means of increasing their self-awareness, the staff is interested in developing a new model to address the mental health needs in the school. In this study, a thorough needs assessment was conducted through interviews with students, families, and faculty to determine the nature and extent of mental health service needs at the Met. The researcher then closely examined existing mental health models at schools around the country to identify design elements appropriate for the Met. Because there are few small, highly personalized high schools that have created model approaches to providing mental health services, the researcher visited twenty-two high schools that ranged in size from fifty-six to four thousand. Based on the design elements found through site visits to these schools, the researcher created a proposed model for a mental health program at the Met. This model was then critiqued by a panel of mental health experts and their feedback was incorporated into the study. Because the Met is a school model that is being replicated across the country with support from the Gates Foundation, this mental health program could be replicated too. It may also inform small, highly personalized, nontraditional high schools about how to address mental health issues.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3053937
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Academic guidance counseling|Health education|Secondary education|Mental health
oai:scholarsarchive.jwu.edu:dissertations-1016
2020-10-20T05:37:55Z
publication:dissertations
Decision-making processes and factors in Catholic high school selection
Puccio, Thomas J
Catholic high school students (n = 788) and their parents (n = 546) from five private, Catholic schools in eastern United States, when asked to indicate decision-making processes and factors on Catholic high school selection, demonstrate significant differences in responses with respect to the importance of sources of information used and of decision factors. Parents rate “conversations with teachers and administrators” (M = 7.22 on a scale of 1–10, least to most important), “conversations with friends or relatives” (M = 6.62), and “open houses” (M = 6.59) as the most important sources of information, while students rate “conversations with friends or relatives” (M = 6.24), “sporting events” (M = 5.71), and “older students from the high school” (M = 5.44) as their top three information sources. The most important decision factors for parents are a cluster of academic and affective reasons: “quality of instruction” (M = 9.22), “atmosphere of respect” (M = 9.07), and “academic reputation” (M = 9.01); top factors for students include “better college entrance opportunities” (M = 8.74), “academic reputation” (M = 7.95), and “quality of teachers' care” (M = 7.40). Significant differences also emerge between parents of different schools with respect to decision factors on Catholic high school selection, but not with respect to sources of information. Parents of different races, income level, and educational level share the same strong interests in most of the top-ranked decision factors. The survey methodology of this study combined quantitative and qualitative techniques using a questionnaire that included a free-response question. Mean responses were arranged and rank ordered; data was subjected to paired and independent t tests as well as to ANOVA. Theme analysis of free responses identified heuristics for school choice. The emerging descriptive and inferential profile of students and parents may serve to acquaint Catholic high school administrators with information valuable to marketing their schools.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI9999556
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational sociology|Secondary education|Religious education
oai:scholarsarchive.jwu.edu:dissertations-1023
2020-04-25T17:53:53Z
publication:dissertations
Graduate education: Needs, accommodations, and levels of service for adult students
Skouras, Thomas John
The majority of published research that relates to the needs of adult students and the accommodations provided for them by higher education institutions focuses on undergraduate students, despite the predominance of an older, nontraditional campus population. Limited research is available (Saltiel, 1995, Mancuso, 1997, Powell, 1997) to assist higher education institutions in determining if different groups of adult graduate students have markedly differing needs, the degree to which these institutions are responding to those differing support needs, or the relationship of an institution's services for adult graduate students to its retention and attrition rates. The purpose of this study was to determine: (1) what differences exist among full-time adult graduate students with respect to needs, accommodations, and levels of service; (2) to what extent and manner institutions of higher learning are meeting the needs of full-time adult graduate students; and (3) to what extent do needs, accommodations, and levels of service contribute to the retention and persistence of the adult learner towards a graduate degree. Collection of data, utilizing a content analysis method, involved the following stages: (1) A focus group and a pilot study consisting of currently enrolled adult graduate students were conducted. (2) In-person semi-structured, open-ended interviews were scheduled with a key informant at five selected higher education institutions. (3) Gathering institutional documents from the sample programs through on-site visits and website exploration. Principal findings indicated that adult graduate students did not need or use all available support services, and they expressed widely-varying levels of satisfaction with them. In contrast to the perceptions of key informants, students also had a less positive view of how well their institutions were meeting their support needs. Two institutional barriers cited by a significant share of student respondents were the lack of nonreimbursable financial support and teaching styles that were less appropriate for adult learners. Key informants were uncertain as to how the presence or absence of support services contributed to graduate retention and attrition. The assumption behind this study was that a model could be produced that would serve as a foundation for best practice research.
2001-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3017532
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Academic guidance counseling|Adult education|Continuing education
oai:scholarsarchive.jwu.edu:dissertations-1020
2020-04-25T17:53:57Z
publication:dissertations
Student exclusions from school in Massachusetts: Are students treated equally?
Gray, Lawrence Wesley
The 1994 Gun-Free Schools Act required states to adopt zero-tolerance legislation mandating a one-year expulsion from school of students who bring guns to school. The law in Massachusetts contains no requirement for alternative education for expelled students. Consequently, students expelled under this law are not usually provided with alternative education. Massachusetts law also includes weapons other than guns, drug use, and assaults on staff members. Research into school discipline indicates that students who receive punitive discipline are significantly more likely to drop out of school. This research also indicates that students from racial minorities are significantly more likely to receive punitive discipline than white students. Further, this research suggests that schools that use punitive discipline have more incidents of disruptive behavior than schools that use rehabilitative discipline. In addition, special education students are largely exempt from the provisions of these laws. Existing research does not appear to support the use of expulsion. This study used the ex post facto, causal-comparative method. The basic research design was a quasi-experimental, single group time, series design. Using data from annual reports of student exclusions from the Massachusetts Department of Education, this study investigated the effect of the student expulsion laws in terms of the number of students expelled, the proportion of non-white and special education students expelled, and the proportion of expelled students provided with alternative education. The data was analyzed using standard statistical techniques of correlation, regression, and chi-square analysis. The results of the study found no significant relationship between the number of students excluded from school and the Massachusetts zero-tolerance expulsion law. Regular education students were significantly underrepresented in the population of excluded students receiving alternative education. Nonwhite students, specifically Black and Hispanic students, were significantly overrepresented in the population of excluded students. Special education students were significantly overrepresented in the population of excluded students. The results of this research are being used to inform public policy makers of the negative consequences of zero-tolerance legislation. The results of this study are also being used to support legislation mandating alternative education for students who are expelled from school in Massachusetts.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3017529
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Law|Minority & ethnic groups|Sociology
oai:scholarsarchive.jwu.edu:dissertations-1031
2020-04-25T17:56:00Z
publication:dissertations
Pre-service teacher training in Massachusetts colleges and universities: The impact of teacher education standards
Bender, Donna Schulman
Educational Reform has been a priority on both the national and state levels for the last twenty years. While standards based classrooms have become educators' battle cry, what teachers must learn to do and how they must learn to do it, has been the focus of The National Commission on Teaching and America's Future. There has been considerable concern that the teacher training profession has not been rigorous enough (Cruickshank, 1996) and that our future teachers will be unable to meet the demands of the twenty first century. Linda Darling-Hammond and Deborah Loewenberg Ball in speaking for the NCTAF, claim that standards for teachers must be linked to standards for students, that content knowledge must be increased, and that teachers will need greater opportunities to integrate theory and practice by extended internships. A survey was designed and distributed to the publicly operated colleges and universities in Massachusetts to discover the manner in which teaching faculty was using standards in the preparation of future teachers. The standards were those adopted by the Commonwealth of Massachusetts in July of 2001 which echo those advocated by National Board for Professional Teaching Standards, and The National Commission on Teaching and America's Future. All responding faculty did so anonymously and voluntarily. The goal of this project was to determine how teaching faculty prioritized and integrated standards in the planning and presentation of their curriculum. Participating faculty shared the accountability methods by which they were able to determine their students' mastery of the standards. The results of the survey allowed the researcher to gain insight into the importance of standards in educating future teachers.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3053938
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education
oai:scholarsarchive.jwu.edu:dissertations-1032
2020-04-25T17:53:48Z
publication:dissertations
Student services assessments in colleges and universities: Current practices in one state and recommendations for improvements
Bartolini, Brian Joseph
The current movement in higher education toward assessment is well established (Chaffee et al., 1997; Ewell & Jones, 1996). Accrediting bodies often require institutions to demonstrate their processes for assessing and measuring performance outcomes; state governments often do the same for state institutions. In addition, as students and families are increasingly bearing the cost of higher education, they are demanding greater accountability on the part of collegiate institutions (Schuh & Upcraft, 2001). Although the need to assess is acknowledged, the types of instruments and activities used and, more importantly, the specific processes by which institutions utilize assessment data have not been fully addressed. The research detailing the specific instruments employed by higher education institutions and the specific actions taken by administrators in response to student services assessment data in particular are not substantial. The importance of this issue merits increased scholarly attention. The purpose of this study was: (1) to describe the student services assessment instruments and activities at higher educational institutions within one state and (2) to develop a model assessment approach based on these findings and the feedback of student services leaders and noted assessment experts. A qualitative, descriptive approach, marked by semi-structured interviewing, was used as the means for determining student services assessment information for each participating institution. Ten of 11 undergraduate degree-granting institutions in a small, southern New England state participated in this study. Descriptive statistics and content analysis were used to examine and interpret the research data. Colleges and universities in the participating state were engaged in more assessment-related activities than ever before. However, student services assessment still was not a firmly situated aspect of institutional culture; it had not become a habitual, day-to-day responsibility for the majority of student services or institutional research divisions. Increased data collection had not led to an equivalent increase in data utilization. To help bridge this gap between data availability and use, a best practice model was created. The model was designed to promote effective student services assessment activities in the participating state and to assist those in other institutions and states facing a similar dilemma.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3055173
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1033
2020-04-25T17:53:50Z
publication:dissertations
Looking for coherence in support services for minority students at community colleges
Quintin, Lynne D
Community colleges are experiencing increasing enrollments of racial and ethnic minorities yet, minority educational attainment has not increased significantly over the past twenty-five years. There is limited research to assist these institutions in designing and implementing effective programs to change these circumstances for minority students. Community colleges need strategies to address this problem and repair what has been referred to as the leaking pipeline for Hispanics and other minority populations (Rendón & Nora, 1988). Hence, the objective of this research was to examine the services that are provided to minority students at community colleges in Southern New England and determine the characteristics of models or best practices being used to deliver these services. To study this problem, a sample of community colleges in Southern New England was used. This dissertation presents results that (1) describe the designs and implementations of programs and services for the minority populations at community colleges; (2) identify characteristics of models or best practices of multicultural services that may exist among public two-year colleges; (3) provide recommendations for community colleges that will assist these institutions as they design services and programs to improve success for minority students. The study's findings suggest that while there are elements of best practices and characteristics of models for delivering services at community colleges, there is little coherence in the manner is which programs are designed or implemented for the benefit of minority students. Community colleges are providing a wide range of interventions and initiatives to assist students, but they are not actively engaged in outreach or research to determine if these services or programs are useful or appropriate for the students being served. Little evidence was found to support the assumption that community colleges are committed to improving the educational outcomes or experiences for minority students. The findings suggest that these institutions are essentially acting from a deficit model that assumes that remedial programs and services are primarily what are needed to accommodate student diversity.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3055174
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Community colleges|Academic guidance counseling|Bilingual education|Multicultural education
oai:scholarsarchive.jwu.edu:dissertations-1034
2020-04-25T17:55:58Z
publication:dissertations
Principal behaviors that influence teacher use of technology in Massachusetts
Martinez, Margaret Ann
“America's schools must be responsive to the educational needs of a society increasingly dependent upon technology” (Zhang, 2000). Simply having an abundance of hardware and software has not integrated technology into classroom instruction, strengthened course materials, or improved communication (Harrsch, 2000). Doud & Keller (1998), Stanage (1996) and Kaufmann (1997) believe that the use of technology in a school is dependent upon the behavior of the principal with respect to technology. This study investigated specific behaviors and actions of principals in Massachusetts that contributed to teacher use of technology in and out of the classroom. Both quantitative and qualitative methods were employed. Data collection was accomplished through surveys and interviews to identify specific principal behaviors and activities that illuminate the principal's influence on technology use within a school. Three hundred and twenty principals were selected from the 1904 Massachusetts public schools using a systematic sampling method to complete the survey and to randomly disseminate five teacher surveys. The survey instruments were grounded in leadership literature that characterizes principal behaviors for successfully integrating technology and stimulating teachers' implementation of technology into the curriculum. Descriptive statistics and multiple correlation analysis were employed to analyze quantitative data. Pattern coding was employed to analyze qualitative data. The results indicate that eight specific leadership behaviors and actions practiced by Massachusetts's principals have a significant relationship to teacher use of technology in and out of the classroom. Incorporating these behaviors into professional development experiences for principals is likely, therefore, to increase their use and, consequently, lead to an increased quantity and quality of technology applications by classroom teachers.
2002-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3078754
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational software|School administration
oai:scholarsarchive.jwu.edu:dissertations-1039
2019-05-19T16:24:17Z
publication:dissertations
Resiliency: Urban high school students who experience college success
Doucette, Edward G
Researchers have come to regard individuals who succeed in spite of extreme adversity as resilient. These individuals possess “protective factors” which “buffered or ameliorated a person's reaction to a stressful situation or chronic adversity so that his or her adaptation was more successful than would be the case if the protective factors were not present (Masten, 1994)” (Werner & Smith, 2001, p. 3). Four at-risk students who had attended and graduated from the same urban high school and had finished their fourth college semester in good standing participated in the study. In eighth grade each participant had two or more of the following at risk factors: (a) In the lowest socioeconomic quartile, (b) From a single parent family, (c) Has an older sibling who dropped out of high school, (d) Has changed school two or more times from 1 st to 8th grade, (e) Has average grades of C's or lower from 6th to 8th grade, and (f) Has repeated an earlier grade from 1st to 8th grade (Horn & Chen, 1998, p. 1). Each subject participated in a guided open-ended interview followed by an unstructured interview to access his/her perceptions about factors that might explain their current success. The subjects of this study identified seven protective factors that they perceived to have helped them succeed and described how these protective factors had been nurtured by their families, their schools, and their communities: relationship, insight, morality, initiative, independence, creativity, and humor (Wolin & Wolin, 1993, pp. 67–184). This research also articulates a framework that can be used to reexamine current resiliency research and to design future resiliency research. Each of the four components of this framework answers one of four essential questions: (1) Theory: When studying resiliency, what should we expect to find? (2) Practice: What are the resiliency processes and where do they occur? (3) Behavior: What occurs in resilient individuals and systems? And (4) Cognition: How is resiliency perceived or felt (How will we measure it)?
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106406
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Secondary education|Educational sociology|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1035
2019-05-19T16:23:31Z
publication:dissertations
Family -school partnerships in Rhode Island suburban middle schools
Bowen, Lorraine A
Family involvement has achieved a prominent role in education reform. Thus far, however, studies of parent involvement have not provided a clear understanding of the mechanisms that encourage parents to become engaged in their child's education (Kerbow & Bernhardt, 1993). Research further indicates that parental involvement in the middle schools is less frequent than that in the elementary schools (Epstein, 1991; Epstein & Dauber, 1991; Seitsinger, Felner, Minsuk, Brand, & Gu, 2001). The purpose of this study is to develop a deeper understanding of parents', teachers' and students' perceptions of school and family partnerships at the middle school level and the factors that influence these partnerships. This qualitative study is grounded in Epstein's (1995) framework of six typologies that affect school and family partnerships. Three suburban middle schools that engage in successful partnerships are chosen through purposive sampling. The three middle schools are chosen from a sample that met two criteria: (1) comprising middle level grades, including grades six, seven, and eight, and (2) implementing two or more of the six types of school and family partnership programs identified in Epstein's (1995) typologies. Teachers, parents, and students are identified through snowball sampling and interviewed using a semi-structured open-ended survey protocol. Interviews with respondents include 10 teachers, 10 parents and 18 students. As a result of this study, practices emerge that enable and encourage stronger school and family partnerships.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106401
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Secondary education
oai:scholarsarchive.jwu.edu:dissertations-1036
2019-05-19T16:24:14Z
publication:dissertations
An analysis of narcissism and aggression: In relationship to vocational -technical school adolescents in rural, suburban, and urban Massachusetts communities
Chiaradonna, Janice Felicina
The purpose of this study was to conduct an analysis of the relationship among adolescent self-esteem, specifically narcissism, and aggression in rural, suburban, and urban Massachusetts's communities. The literature has identified two opposing positions on the question of this relationship. The traditional position supports the idea that low self-esteem is a predictor of violent behavior (Jankowski, 1991). The non-traditional position supports the idea that positive self-esteem, specifically narcissism, is associated with aggression (Baumeister, Boden, & Smart, 1996). Evolutionary-sociometer theory was applied to explore the non-traditional theory of positive self-esteem, specifically the narcissistic personality, as it relates to aggression. Using a sample of adolescent boys and girls in grade nine, ages 13 to 18 (N = 1,234) living in Massachusetts's rural (n = 392), suburban (n = 372), and urban (n = 470) communities, the researcher administered two instruments: the Narcissistic Personality Inventory and the Aggression Questionnaire. This study attempted to determine whether aggressive adolescents are narcissistic. The findings suggest that a moderate, positive, and highly significant correlation between narcissism and aggression exists in adolescents in the general population at Massachusetts's vocational-technical high schools ( r = .28, P = .0001, N = 1,227). Additional analyses suggest that both males and females who were high in narcissism (n = 425) had higher mean aggression scores (high narcissism males M = 96.84, high narcissism females M = 99.42) than males and females who were low in narcissism (n = 404; low narcissism males, M = 83.04, low narcissism females M = 86.07; F = (3,828) = 24.70, p < .0001). Among this group of males and females that scored either high or low on narcissism, there were no significant main effect of gender on aggression (F = (1,828) = 2.98, p = .085) and there was no significant interaction between gender and high and low narcissism (F (1,828) = .019, p = .89). The implication is that narcissism is a risk factor in adolescent aggression.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106402
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational psychology|Academic guidance counseling|Social psychology|Vocational education
oai:scholarsarchive.jwu.edu:dissertations-1037
2019-05-19T16:19:12Z
publication:dissertations
Access to higher education for welfare recipients: An analysis of welfare policy development designed by national and state policymakers
Dann-Messier, Brenda
The purpose of this study was to determine the rationale for respective decisions made at the national level and by one state chosen for review concerning postsecondary education as an allowable work activity in the current welfare legislation (Personal Responsibility and Work Opportunity and Reconciliation Act of 1996). The researcher conducted in-depth unstructured interviews with twelve prominent policymakers at the national level and in one state to identify primary decision-makers, major factors that influenced their decisions, and if these decisions could be explored anew. All twelve informants were directly involved in welfare policy development and provided insights on why postsecondary education was restricted at the national level and limited to 24 months at the state level. The data analysis revealed that welfare policy was constructed at both the national and state level based on politics and on the economy. The lack of research in this area and the absence of higher education officials participating in the decision making process also affected the decision to restrict or to limit postsecondary education as an allowable work activity. Six recommendations evolved from this study targeted at promoting the expansion of postsecondary educational opportunities for welfare recipients. These recommendations could lead to a change in the federal definition of work to include postsecondary education as an allowable work activity. At the state level the recommendations to extend participation in postsecondary education, beyond the 24 months currently allowed, would enable eligible welfare recipients to complete the requirements for a bachelor's degrees.
2000-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106403
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Adult education|Continuing education|Higher education|Welfare
oai:scholarsarchive.jwu.edu:dissertations-1040
2019-05-19T16:24:04Z
publication:dissertations
A needs analysis for advanced programs in educational technology
Filippelli, Lawrence Paul
The purpose of this dissertation was to conduct a needs assessment to determine the extent to which educators lack technology skills and need formal training in educational technology. The research methodology was both quantitative and qualitative. The research objectives used in this study included: (1a) Identification of the competencies needed by elementary and secondary educators to be proficient in educational technology. (1b) Examination of the differences in competency levels between elementary and secondary educators. (2) Analysis of the extent to which educators use technology in the educational setting. (3) Identification of the need for a graduate program in educational technology. Data collection included administering a survey to 300 elementary and secondary teachers to assess a local needs analysis; a review of local employment opportunities through the use of individual interviews of technology coordinators and personnel responsible for hiring such coordinators, and a review of literature that provided background for each of the research objectives. Descriptive statistics (i.e., frequencies, percents, means, and standard deviations) were generated for each of the 23 competencies and demographic variables included in the survey. These data were generated separately for elementary and secondary groups so that comparisons can be made. Description of comparisons of rank order addressed the extent of implementation. In addition, elementary and secondary ratings of competencies were compared using a t test. The action resulting from this research determined the need for an advanced program in educational technology based on the major finding that no mean was greater than 4.00 on the 5-point agreement scale. This implies that a great need exists for more training in educational technology. Any program will significantly contribute to the pool of educators who are proficient in education technology in Rhode Island.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106407
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational software
oai:scholarsarchive.jwu.edu:dissertations-1042
2019-05-19T16:23:34Z
publication:dissertations
College students' perceptions of parental interventions
Ingram, Wanda S
A student's transition from high school to college involves a search for identity, a struggle with new freedoms, and a balance between independence and attachments to parents. In addition, students are confronted with demanding responsibilities, such as budgeting money, managing time, and learning how to set their own limits on social activities. Leaving home for college is seen as a positive experience for a student, but the adjustment can result in stress for both student and parent. Parents have become increasingly involved in K–12 education of their children (Salome, 2000). Parents, who regard college-aged students as children instead of adults, become more involved in their lives (Elkind, 1994). Parents of traditional-aged college students play a significant role in their children's adjustment to college (Daniel, Evans, & Scott, 2001). Research examining influences on first-year college students exerted by parents through their interventions is sparse. The purpose of this study was to explore how college sophomores at a Catholic liberal arts college perceived the following: parent interventions during the first year, the impact of these parental interventions on student adjustment, and recommendations for resources to help students and parents. The study used a qualitative approach with a multiple case study method. Data were obtained from questionnaires, scenario-guided focus groups, and in-depth, one-on-one follow-up interviews with students. The sample consisted of 24 students, divided into three focus groups of eight students each. The students identified parents as a major source of support during their first year in college. However, students observed that parents often did not understand the major differences between high school and college and failed to alter their expectations accordingly. Results of the study indicated new ways to extend and clarify quality relationships between students and parents that would promote positive adaptations to the college environment. Despite the limitations of a small sample, the study provided valuable information on ways to help parents improve interactions with their first-year college students. Students' perceptions of parental interventions provided useful resources for revising parent literature and programs, particularly at the study site.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106409
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Academic guidance counseling
oai:scholarsarchive.jwu.edu:dissertations-1044
2019-05-19T16:24:02Z
publication:dissertations
Factors that contribute to the success of secondary school principals in Rhode Island
Larbi, Dinah A
This study identifies characteristics that contribute to the success of secondary school principals in the state of Rhode Island. A qualitative research design was employed to determine (a) The impact of motivation on the role relationship of principals, (b) How leadership styles contribute to the success of secondary school principals, and (c) What factors contribute to the professional development of secondary school principals. While the school sample used in the study was randomly selected, the participants (N = 20) were purposively selected secondary school principals identified as “exemplary educators” by their respective superintendents, and as determined by the respective school district established criteria. Guided by a qualitative research design, data were collected through individual interviews with each of the twenty principals. Conclusions drawn from the resulting emerging themes suggest that successful principals are visionary instructional leaders who promote student learning and support teachers through collaborative means. In addition, successful principals are self-confident and motivated, and derive much of their professional development from colleagues and through community partnerships. The results of this study suggest the need for collegial support for principals from various constituencies, as it was determined that an effective principal is critical to the teaching/teaming process. Finally, it was determined that the high attrition rate among principals reflects their frustration with ever-increasing expectations thrust upon them, further suggesting the need for professional and moral support for these administrators.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106411
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1038
2019-05-19T16:23:59Z
publication:dissertations
Design features and components of a graduate program in special education
DeMagistris, Denise
This study is a descriptive, applied research design, which answers the following major research question: What are the components of a model secondary special education teacher preparation Masters program to be implemented by a career-oriented university? The study was initiated for the following reasons: (a) the projected shortage of special education teachers (Feistritzer, 1997; The Urban Teacher Collaborative, 2001; Canadian Teacher's Federation, 2002); and (b) the recent criticism of the preparation of secondary special education teachers (Council for Exceptional Children, 2002). The collection of data for this research study focuses on those factors that describe or influence the preparation of special education teachers at the Master's degree level. Interviews of 3 groups of educators, including administrators, regular education teachers and special education teachers were conducted and a survey based on the Likert scale provides quantitative data from the same 3 groups. Standards espoused by professional organizations and accreditation agencies are reviewed and course offerings at selected college and university special education Masters degree programs are analyzed. The following four themes emerge through the data reduction process: (a) current educational reform; (b) curriculum, instruction, and assessment perspectives; (c) perceptions toward clinical practice; and (d) teacher collaboration. The findings result in recommendations for a model secondary special education teacher preparation program, which includes (a) establish a philosophy of education; (b) use constructivist approaches to learning; (c) focus on teaching and learning; (d) provide clear expectations and continuous feedback; (e) incorporate a flexible time frame; (f) require evidence of achievement through performance-based evaluation; (g) provide a cohort for students; (h) provide classes on-site; (i) provide instruction in modules; and (j) provide content through distance education.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106405
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|Special education
oai:scholarsarchive.jwu.edu:dissertations-1041
2019-05-19T16:23:41Z
publication:dissertations
Integration of ISLLC leadership standards into Rhode Island principal preparation programs
Harpin, Lisa Tutaj
Significant changes in the world continue to impact education. Today's leaders are expected to transform education and prepare students to meet the global demands of the 21st century. Educators and policy makers have redefined the role of school leaders to be the proponents of change. Bureaucracy and red tape, overwhelming workload, money and mandates, lack of control, and testing and accountability are among the top frustrations of public school administrators (Johnson, 2002). Research suggests that many of today's leaders may not be prepared for these demands and responsibilities. Much of their educational preparation and experiences have prepared them for a management role rather than for a leadership role (Institution for Educational Leadership, 2000). The Interstate School Leaders Licensure Consortium (ISLLC) was formed in 1994 to develop a framework that includes standards for redefining school leadership. Considerable effort is being made to link the ISLLC Standards to the reform of formal training programs for school administrators throughout the country. Rhode Island is one of the 36 states attempting to align its principal preparation programs with the ISLLC Standards. The study investigated how two Rhode Island Institutions of Higher Education and one approved aspiring principals' program are integrating the ISLLC Standards into their principal preparation programs. Emphasis was placed on how they assess their students' performance on these Standards. Interviews were the primary means for collecting data accompanied by document review and literature review. The outcome of the study will furnish Rhode Island Institutions of Higher Education with recommendations for changes in the design and/or implementation of their principal preparation programs. The results of the study will also serve to raise public awareness about the critical problems facing educational leadership and to determine if Rhode Island's principal preparation programs are integrating the ISLLC Standards effectively and producing educational leaders that can address these critical problems.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106408
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1043
2019-05-19T16:23:53Z
publication:dissertations
The Student Affairs profession transformed: Catalytic events of 1968 to 1972
Laliberte, Michael Roger
This research examines how Student Affairs professionals observed the redefinition of their profession during and after the 1968–72 period of campus dissent. By using historical research and analysis methodology, it explores the effects of this key period of student activism on the Student Affairs profession in American colleges and universities. Before 1968, the Student Affairs profession was not considered an integral part of the higher education community. However, when student activism became unmanageable, members of the Student Affairs profession were called upon to respond on behalf of their institutions. Their responses and the short- and long-term effects of those responses are closely examined in this study. Multiple data-collection methods were used. The primary source of data was persons working in Student Affairs at a college or university during the period 1968–1972 and who continued to be employed in higher education after that period. Data were collected via questionnaires and then oral histories from a sub-sample of original respondents. Secondary sources included original documents, such as professional journals, speeches, and papers published during this time. Through content analysis and interpretation using causal inference, this research supports the view that the Student Affairs profession was transformed during and after the time period studied, and that as a result the campus status of Student Affairs staff was elevated. It finds that during the 1968–72 period Student Affairs professionals functioned as communications conduits between students and the administration, created and changed campus policies, served as managers of campus crises, and were recognized as the primary advocate for student events and activities, As a result, Student Affairs professionals have gradually advanced to executive administrative positions in new and/or expanded Divisions of Student Affairs since 1968–72. These changes firmly established Student Affairs professionals as major contributors to students' educational experience. This research contributes to the history of higher education by providing evidence of how and why the Student Affairs profession was changed and strengthened as a result of the 1968–72 period.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106410
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Education history
oai:scholarsarchive.jwu.edu:dissertations-1047
2019-05-19T16:23:43Z
publication:dissertations
Performance assessments: Middle school teacher knowledge and practice
Roll, Patricia Meehan
There is strong evidence that standards-based performance assessments are methodologies that increase student learning in the classroom (Shepard, 2000; Lewis, 1999; Black & Wiliam, 1998; Stiggins, 1997). The purpose of this qualitative research study was to identify assessment practices used by teachers in a suburban middle school and to determine their knowledge and use of performance assessments. Data was collected and analyzed from two sources: personal interviews and a written response survey. Teachers interviewed were purposefully selected from the entire teacher population of one suburban school with representation across grade levels and content areas (n = 15). The survey was distributed to all teachers within that same suburban middle school (n = 86). The survey response rate was 71%. The study discovered that teachers use a variety of assessments, including using performance assessments, and have assessment training backgrounds and performance assessment knowledge, but do not employ performance assessments to their full implementation potential. Further, this study uncovered teacher perceptions of factors that both support and impede use of performance assessments. In order to align middle school teacher knowledge and practice, enabling middle school teachers to become more effective practitioners of performance assessments, recommendations, directly impacting teacher practice and student learning, are provided.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106414
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational evaluation|Curricula|Teaching
oai:scholarsarchive.jwu.edu:dissertations-1045
2019-05-19T16:23:37Z
publication:dissertations
Accreditation standards for undergraduate forensic science programs
Miller, Marilyn Tebbs
Undergraduate forensic science programs are experiencing unprecedented growth in numbers of programs offered and, as a result, student enrollments are increasing. Currently, however, these programs are not subject to professional specialized accreditation. This study sought to identify desirable student outcome measures for undergraduate forensic science programs that should be incorporated into such an accreditation process. To determine desirable student outcomes, three types of data were collected and analyzed. All the existing undergraduate forensic science programs in the United States were examined with regard to the input measures of degree requirements and curriculum content, and for the output measures of mission statements and student competencies. Accreditation procedures and guidelines for three other science-based disciplines, computer science, dietetics, and nursing, were examined to provide guidance on accreditation processes for forensic science education programs. Expert opinion on outcomes for program graduates was solicited from the major stakeholders of undergraduate forensic science programs-forensic science educators, crime laboratory directors, and recent graduates. Opinions were gathered by using a structured Internet-based survey; the total response rate was 48%. Examination of the existing undergraduate forensic science programs revealed that these programs do not use outcome measures. Of the accreditation processes for other science-based programs, nursing education provided the best model for forensic science education, due primarily to the balance between the generality and the specificity of the outcome measures. From the analysis of the questionnaire data, preliminary student outcomes, both general and discipline-specific, suitable for use in the accreditation of undergraduate forensic science programs were determined. The preliminary results were reviewed by a panel of experts and, based on their recommendations, the outcomes identified were revised and refined. The results of this study were used to identify student outcomes and to suggest accreditation standards and an accreditation process for undergraduate forensic science programs based on those outcomes.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106412
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Science education
oai:scholarsarchive.jwu.edu:dissertations-1046
2019-05-19T16:23:56Z
publication:dissertations
Indicants of perceived impact of an emotional intelligence curriculum
Nardolillo-Dias, Mari
This study examines how single mothers who are graduates of a post-secondary technical education program perceive the impact of an emotional intelligence component and the relationship of the impact on the women's effectiveness in maintaining the emotional intelligence competency of impulse control. The women in the study were ages 28 to 50 and graduates of a computer skills training program with an emotional intelligence component. Through the use of a modified behavioral event interview, this research explored the women's views of their experience with technical education with an emotional intelligence component. Moreover, the results provide information on behavioral changes in impulse control. Previous research has been correlational in nature; studies have focused on the predictive value of emotional intelligence competencies in determining an individual's success. The data available on the success of teaching emotional intelligence (EI) competencies has been limited primarily to specific populations who do not possess the characteristics of the sample of this study (Boyatzis, 2001, personal correspondence; Cherniss & Adler, 2000; Frayne & Latham, 1987; Geery, 1997; King, 1999; Vinokur et al., 1991). The results indicate that the emotional intelligence curriculum component impacted subject participants' locus of control orientation, self-efficacy and impulse control. Subject participants reported a change in locus of control orientation from external to internal, an increase in self-efficacy and the ability to maintain employment at a significantly greater hourly wage than the national average. In addition, participants provided cogent examples of effective changes in impulse control in their relationships with their children, supervisors and co-workers.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106413
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational psychology
oai:scholarsarchive.jwu.edu:dissertations-1048
2019-05-19T16:24:08Z
publication:dissertations
Factors impacting *attendance in an inner city high school
Petrosinelli, Arthur-Paul
Numerous studies have been conducted nationally and internationally concerning problems that result from poor school attendance. Poor attendance not only hinders academic achievement but also promotes a poorly educated society, and thus leads to many negative social issues. Some educational experts argue that students who have not acquired an association between academics and life experiences do not feel that good school attendance is relevant to their future (Collins, 1982). Students with high self-efficacy seem to be more successful in maintaining consistent attendance (Bouffard-Bouchard, 1990). A domino effect results which starts with poor attendance, proceeds to low achievement, increases the dropout rate, and amplifies a host of societal problems. The purpose of this study was to examine the influence of three factors impacting attendance rates in an inner city school: (a) students' perceptions of their academic abilities, (b) students' perceptions of their connectedness to the school community, (c) and students' perceptions of the relevance of school to their lives. The study site was an urban high school that was randomly selected from among the seven high schools in the study's school district. Data were gathered through the distribution of a student questionnaire supplied to all 601 students in grades 11 and 12 at the school. Statistical data using the quantitative methods of regression and correlation were analyzed to correlate attendance rates with the three factors examined. The study's findings confirmed that students' perceptions of their academic abilities, of their connectedness to school, and of the relevance of school to their lives, do not have an effect on their attendance. The findings did indicate that if a female student rates the relevance of school to her personal life and future goals as high, she is likely to have low absenteeism. A female student with high absenteeism will rate the relevance of school to her personal life and future goals as low. If a female student views her connectedness to the school community as high, she is likely to have low absenteeism. A female student with high absenteeism will rate her connectedness to the school community as low. For males, no significant difference exists between low and high absentee students. Finally, the findings indicated that students answer questions concerning two of the independent variables in the study, the relevance of school to one's personal life and future goals and the connectedness of a student to his/her school community, in a similar manner. The results of this study can assist administrators and teachers addressing problems associated with students' poor school attendance. Recommendations are included for potential proactive courses of action.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106415
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1050
2019-05-19T16:23:50Z
publication:dissertations
Translating innovative pedagogical designs into school facilities designs
Washor, Elliot
Several forces are converging to place school facilities design—particularly high school facilities design—at the center of national attention: (1) a resurgence of interest in high school reform, particularly focused on personalizing learning; (2) the growing number of alternatives to traditional high schools; (3) a crumbling physical infrastructure; and (4) a recognition that the prevailing physical characteristics of high schools serve as substantial impediments to fundamental reform. When “form follows function” prevails as a design principle and the function is shifting fundamentally to address such concepts as meeting student interests, school facilities will need to accommodate different learning styles and contexts. Each set of stakeholders, however, will see the concept differently and imagine a different physical space. What are the forces at work and the tensions impacting these innovative school designs? How can we document and make sense of the process of translating innovative pedagogical designs into facilities designs? This research examined the translation of innovative and complex school reform models based on nontraditional pedagogical models into school facilities designs. This research identified key factors facilitating and impeding the translation process. In addition, the research examined the dynamics of relationships between the numerous constituencies involved in the design process to understand how these relationships affect the translation process. A qualitative approach using in-depth case studies of a high school's facilities design process was employed. Interviews, analysis of the minutes of design and construction meetings, observation of the design process, and an analysis of the design drawings were used. The research found three major forces at work and several recommendations were made for addressing these issues. The results will improve educators' understanding of school facilities design processes and recommend approaches educators need to take in order to assure that their pedagogical designs get translated appropriately into physical designs. The research will also inform the development of hypotheses for investigating specific forces and variables more precisely and intensively. Such research will support improved future new school facilities planning and plans to enhance student learning.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106417
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Secondary education|Architecture
oai:scholarsarchive.jwu.edu:dissertations-1049
2019-05-19T16:23:28Z
publication:dissertations
Selected correlates of Rhode Island high school students' English and mathematics achievement
Thornton, Philip Dean
This research identifies contributing demographic factors involved in student achievement. Forty-two Rhode Island public comprehensive high schools were ranked based upon the demographic elements selected for inclusion in this study. The demographic factors in this study include: (1) median family income level, (2) percent of parents as four-year college graduates, (3) percent of children in poverty, (4) percent of single parents, (5) percent of English Language Learners (ELL), and (6) school size. Canonical correlation and multiple stepwise regression analysis were performed using the Grade 10 Rhode Island State Assessment Data (2001) in English and Mathematics from the 42 comprehensive public high schools. Results indicated the demographic model consisting of the six demographic variables was highly predictive of student achievement. With the canonical model, the variables involved, predicted 95% of the variance in student achievement. Similarly, the R2 values in the stepwise regression analyses for the four state assessment subtests ranged from 84% to 93%. The percent of parents as four-year college graduates had a slight contribution to Mathematics and English Grade 10 Assessment scores. Predictor variables displayed some degree of multicolinearity, which might cause some instability in the regression models.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106416
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational evaluation|Secondary education|Language arts|Mathematics education
oai:scholarsarchive.jwu.edu:dissertations-1053
2019-05-19T16:22:19Z
publication:dissertations
Teacher beliefs, learning styles, and technology implementation in rural, secondary classrooms in Massachusetts
Gifford, Bonny L
The emergence of technological innovations requires educators possess capacities to integrate technology into instructional practices to influence student learning. However, teachers experience barriers to effective technology use, including lack of confidence and negative beliefs about technology. Enhancing teachers' use of technology requires a transformation of beliefs and confidence levels. The purpose of this study was to examine the relationship among teacher beliefs and attitudes, confidence levels, learning styles, and technology implementation in the classroom. A dominant less dominant design examined teachers' beliefs and attitudes, confidence, and feelings of preparedness relative to technology's role in education and specific factors, such as general support and use of software, which may influence technology implementation. The sample (N = 400) consisted of Massachusetts secondary educators from rural schools. The research utilized a technology using survey combined with Kolb's Learning Style Inventory, which yielded a 41% response rate and a group interview with seven participants representative of the sample population. Principal findings indicate teachers possess positive attitudes and beliefs relative to technology in the classroom; yet low levels of confidence and comfort integrating technology into classroom practices. Statistically significant relationships (p < .05) were observed between teachers' beliefs and attitudes about helping others solve computer problems and every level of technology integration with correlational data ranging from r (156) = .332 to r (156) = .552. A multiple regression analysis revealed teacher preparation (t = 2.07, p < .05), confidence levels (t = 2.84, p < .05), and teachers' use of software (t = 4.05, p < .05) as predictors of technology use. Findings did not indicate a statistically significant relationship between learning styles and technology integration. Findings from this study resulted in a framework of knowledge to inform efforts to enhance technology use in schools. They further suggest additional research is needed to explore various factors such as learning styles, attitudes, professional development, and confidence levels which influence technology use. It is critical that education leaders address issues identified by this research to realize technology's potential to influence teaching and learning.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124558
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational software|Teacher education
oai:scholarsarchive.jwu.edu:dissertations-1051
2019-05-19T16:21:47Z
publication:dissertations
Principal selection criteria and processes employed by school districts in Rhode Island
DiLullo, Bernard
There has been increasing awareness of the importance of the role of the principal as a key figure in reforming and sustaining effective schools (Bjork & Ginsberg, 1995; Cotton, 2003; Harpin, 2003; Heck, Larson & Marcolides, 1990; Jackson, 2000; Leithwood & Montgomery, 1986; Tirozzi & Ferrandino, 2000). Principals are being held accountable for the success or failure of their schools and expected to create a dynamic learning environment that fosters the improvement of student achievement (Brown & Irby, 1998). Based on the recent annual achievement testing in Rhode Island, many schools are in need of reviewing and evaluating learning opportunities. Results from these tests have indicated that students are performing below proficiency level in math and language arts (Rhode Island Department of Elementary and Secondary Education, 2003). Selecting principals to meet this challenge is paramount when embarking on school reform. This is particularly so in light of the increasing number of principals leaving the position and the declining number of qualified applicants to fill those vacancies (Baker, 1997). Although the importance of the principal's leadership skills in transforming schools has been well documented, selection processes do not typically include criteria for consistent assessment of these skills (Shipman, Tops & Murphy, 1998). Most school districts treat principals like interchangeable commodities; a one size fits all approach (Portin, Schneider, DeArmond and Gundlach, 2003). This research examined the selection criteria and processes in one Northeastern state. The research design employed a mailed survey to all school superintendents (N = 33) in the state. Following an analysis of the survey responses, interviews were conducted with selected survey respondents to obtain in-depth information on variables of interest. A descriptive profile of prevailing criteria and processes was used to identify patterns and make recommendations for policy and practice. The research findings indicated that Rhode Island Districts continue to use traditional and inadequate selection methods that are not adequate for evaluating the qualities necessary to be an effective principal in the 21st century. Specific recommendations regarding selection criteria and processes are offered.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124556
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1052
2019-05-19T16:21:26Z
publication:dissertations
Massachusetts Comprehensive Assessment System (MCAS): Two districts' perspectives
Esposito, Kirsten A
The purpose of this study was to comprehensively explore and describe the phenomena of the Massachusetts Comprehensive Assessment System (MCAS) as viewed from the perspective of key stakeholders, i.e. students, faculty, administration, parents and community members in two suburban middle class school districts. The conceptual framework was based on school reform, standards-based education, high stakes testing, No Child Left Behind, and local impacts generating rich descriptions drawn from the various stakeholders' viewpoints. Themes reveal common and/or diverse elements of the MCAS phenomena from the perspective of the two participating districts. Qualitative measures were employed. A representative purposive sample comprised of key stakeholders in the MCAS process was utilized. The researcher conducted a multiple analysis on information observed from these informants using an open-ended, unstructured interview tool. The interview questions were designed to elicit various perceptions and experiences related to the utility and impact of the MCAS process. The problem of failing students, failing schools, a failing educational system, the implementation of a high stakes test, and the reduction in financial funding by the state prompted this investigation into MCAS. Nine themes emerged from the results of the study, and a model was generated to display the function and meaning of MCAS in the participating districts. The themes are: School Improvement Plan, Curriculum Alignment, Teaching and Learning, Teaching to the Test, Student and Parent Ownership, Data Driven Reform, Stress, Remediation, and Leadership Beliefs. Findings also revealed the importance of leadership and attitudes toward systemic change, the increase in ownership in a high stakes model for accountability, associated anxieties with the test, an alternative view of “Teaching to the Test”, the usefulness of a School Improvement Plan to drive and identify at-risk students, programmatic changes, and internal factors within schools. Recommendations included the need for curriculum alignment, the quest for visionary leaders, and how data analysis can impact instruction, professional development, accountability and assessment in schools. Suggestions for further study and actions incorporated alternate leveling of courses for remediation opportunities, test anxiety, and TQM systems in schools.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124557
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Educational evaluation
oai:scholarsarchive.jwu.edu:dissertations-1054
2019-05-19T16:22:22Z
publication:dissertations
Information literacy for lifelong learning institute students: Determining a best-practice model
Gelbwasser, Sherry E
The National Adult Literacy Survey (1996) found that older people lacked three types of literacy: prose, quantitative, and document, and are in need of these skills to improve their quality of life. One way older students acquire skills is through noncredit programs offered by lifelong learning institutes (LLI) at community colleges. However, limited research existed that identified how lifelong learning institutes address the issue of information literacy training. This study examined current practices and developed a model for promoting information literacy skills for LLI students at community colleges. Interviews, a questionnaire, and supporting documents were used to collect the data from five community colleges in two southern New England states for this qualitative multiple case study investigation. Based on the study findings and the literature, a best practice model of an information literacy training process for LLI students was developed. The need for awareness and outreach, rather than teaching information literacy skills, was the most significant finding. As a result, the best practice model was a process, given the acronym POINTERS. This process suggests ways of developing information literacy skills in older adult learners, and includes library orientations, hotlinks to Internet-based information, on-line tutorials, and specific training modules. POINTERS contains the key elements of being interactive, accessible, and flexible, which are necessary for any information literacy training process to work in an education program for older adult learners.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124559
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Adult education|Continuing education|Library science
oai:scholarsarchive.jwu.edu:dissertations-1058
2019-05-19T16:21:36Z
publication:dissertations
College career development centers: Serving students with learning disabilities
Riconscente, Selma Haddad
While a college degree typically expands career options for students with learning disabilities, degree attainment does not necessarily ensure students a smooth transition from college to employment (Aune & Kroeger, 1997; Gerber, 1997). An essential college service, the career development center, is uniquely positioned to ameliorate this transition (Hitchings & Retish, 2000). This study explored the practices employed by career development center directors in nine degree-granting institutions in a New England state in addressing the career development needs of students with learning disabilities and disability issues that affect career placement. The study was guided by three major research questions regarding practices employed by career centers in addressing the unique needs of college students with learning disabilities, disability issues that affected career placement, and recommendations of participants for serving these students. Interview data were analyzed qualitatively for common patterns and themes. The major findings indicated that the selected career development centers employed no specific practices for serving students with learning disabilities; nor were formal approaches utilized for addressing the impact of learning disabilities on career placement. All directors offered reflections regarding how the centers might assist students with career issues related to learning disabilities. Based on findings and the literature, actionable recommendations were developed for use by college career development center directors and higher education leaders in addressing the unique career development needs of college students with learning disabilities. Recommendations include the provision of professional development in federal disability laws, learning disabilities, and disability-related career issues, the strengthening of collaboration and referral processes with the disability support services office, and the use of multiple modalities and formats in the implementation of career services and communications.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124563
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Special education|Vocational education
oai:scholarsarchive.jwu.edu:dissertations-1056
2019-05-19T16:22:00Z
publication:dissertations
Finding balance in classroom assessment: High school teachers' knowledge and practice
Greenstein, Laura
Classroom assessment, as a measure of student learning, continues to evolve in response to pressure from standardized testing, authentic assessment, and newer knowledge of cognition. However, research is lacking on what teachers know and how they use classroom assessment. The purpose of this study was to examine how high school teachers assess student learning and how they use the information from assessment to inform and guide instruction. It compared their practices to recommended standards in classroom assessment. Data were collected and descriptive statistics used to analyze the results of a survey and interviews of 115 teachers in two Connecticut high schools. This research provided a deeper understanding of current practices in classroom assessment that can be used at the school or district level to guide policy and practice. Primary findings included large variability between teachers, a disconnect between instruction and assessment, and limited assessment literacy. Teachers are predisposed towards the use of traditional methods for traditional purposes however, some increase in standardized test methodology and alternative assessments was noted. Data revealed an increase in teacher designed assessments as well as limited and inconsistent use of formative assessment and student self-assessment. Alignment with standards in assessment is irregular: for example, multiple methods are used more regularly than multiple sources, assessment informs instruction more than improves curriculum, and reliability is subordinate to validity. Recommendations are made for the content and context of professional development, changes in policy to strengthen classroom assessment, improvement in practice, and design of balanced assessment systems. Suggested changes to classroom assessment include clearly articulated and measurable standards, improvements to teacher evaluation, strengthening of formative assessment, a refocus from inputs to outputs, and greater accountability. The crossroads of effective assessment, where policy meets practice, requires relevance, clear purposes, measurable indicators, logical consequences, and strategies for resolution, reporting, and monitoring at all levels.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124561
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Curricula|Teaching|Secondary education|Educational evaluation
oai:scholarsarchive.jwu.edu:dissertations-1059
2019-05-19T16:21:33Z
publication:dissertations
The effects of perceived parental messages on first -year students' decision-making pertaining to alcohol use: Relevance for alcohol prevention programs
Vecchio, Theresa A
This qualitative study examined students' perceptions of parental alcohol prevention messages in comparison to reported utilization of messages in regards to alcohol use by students. Although parents are active in the college preparations of their child, parents or parent figures assume they have little influence over the behavior of their child once the child is in college However, parents continue to have a strong influence in the behavior of their child especially during the first year of college (Turrisi, Jaccard, Grimes, Taki, & Dunnam, 2001). The researcher explored the messages that students reported receiving from parents and the impact those parental messages had on the students' decision to drink. The study was conducted at a private, four-year New England college. Through random selection, using the fall 2003 admissions data, a pool of 60 residential first-year students was chosen to participate in the study. Face-to-face semi-structured interviews were conducted with participating students to determine their perceptions of the content of alcohol prevention messages they received from parents and how those messages influenced them in regards to their consumption of alcohol at college. Data were compared with the students' actual reported use of alcohol, as well as with the perceptions of the parent-child relationship. The results of this study provided the basis for developing a concept which should provide campus leaders with a better understanding of parental influence on college drinking and the relevance of parental influence in college prevention programming.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124564
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Health education|Public health
oai:scholarsarchive.jwu.edu:dissertations-1057
2019-05-19T16:22:16Z
publication:dissertations
Sisterhood and social capital: Teacher preparation in an order of Catholic teaching nuns, 1920–1970
Lynch, Kathleen A
The No Child Left Behind (NCBL) legislation has sparked increased debate about what characterizes a highly qualified teacher, and the best way to prepare teachers who will have the content knowledge and pedagogical skills necessary to ensure positive outcomes for all of our nation's students (Education Commission for the States, 2003). Research indicates that the Catholic school system has produced positive outcomes for all students, particularly those from ethnic and minority groups (Bempechat, 1999; Bryk, Lee, & Holland, 1993). However, little historical research has focused on the teacher training process used by the orders of teaching sisters who founded and staffed the majority of Catholic schools. This study explored how community structure affected the teacher-training model used by one order of Catholic nuns to prepare members of their community for elementary and secondary school teaching during the period from 1920–1970. Following a historical case study approach, the study gathered data from multiple sources: an analysis of archival documents, a questionnaire completed by 174 current and 33 former members of the community, and interviews with a purposeful sample of 11 current and 2 former members of the community. The study framed the teacher preparation model in its historical context by looking at the conditions that led to the development of a distinct teacher preparation process for Catholic teaching sisters, which included a continuum of formal coursework, on-the-job training, and mentoring, within a community structure (Coburn-Smith, 1999). The research explored in depth the nature of the professional relationships within the community, with particular focus on the mentoring relationships among new and experienced teachers. The study explored the participants' views about how community life contributed to their professional growth, building on the theory that communities generate social capital through networks of shared values and mutual trust (Coleman, & Hoffer, 1987; Putnam, 2000). Findings from the study suggested directions for change in the design of effective teacher pre-service and induction programs, and indicated the need for educational leadership to develop the social capital available within systems, to train and retain quality teachers.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124562
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|Religious education|Education history
oai:scholarsarchive.jwu.edu:dissertations-1055
2019-05-19T16:24:21Z
publication:dissertations
The role of TRIO -Student Support Services for students who persist in college
Gibson, Thomas J
This study examines the role of TRIO-Student Support Services (SSS) programs for students who persist in college. Federally funded TRIO-SSS programs are intended to improve persistence of disadvantaged and underrepresented students in higher education by providing support services such as supplemental instruction, tutoring, advising, counseling, and mentoring to eligible students. According to Martinez (1996), TRIO enjoys great success, but very little is known about why these programs are successful. The objective of this study was to determine the extent to which current TRIO-SSS services are effective in increasing participation and retention of targeted students in host institutions (N = 4) in the state of Connecticut. This research posits that those who receive support services will have higher academic expectations and success rates than do those who do not receive TRIO-SSS services. The study collected information about services received by participating and nonparticipating sophomore and senior students using a questionnaire developed by the researcher, and compares the experiences of SSS participants to those of nonparticipants in order to assess the effectiveness of TRIO-SSS in increasing student engagement and academic expectations. Results of the study indicate that SSS participants' academic performance was almost identical to that of their regularly admitted, better-prepared nonparticipant counterparts. At the same time, the TRIO-SSS participants were significantly more involved in campus activities and made use of more support services than their nonparticipating peers. This study suggests that there is a link between academic success and student participation in TRIO-SSS. This is an important asset to student persistence.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124560
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|School administration|Academic guidance counseling
oai:scholarsarchive.jwu.edu:dissertations-1060
2019-05-19T16:21:30Z
publication:dissertations
Evaluating a high school special education program using a comprehensive approach focused on outcomes
Vespia, Kathleen L
The evaluation of special education programs has focused primarily on process indicators, such as compliance, while neglecting outcome indicators focused on student performance (Johnson, 1998; McLaughlin & Hopfengardner Warren, 1992). With the No Child Left Behind Act of 2001 and the upcoming reauthorization of IDEA, a greater emphasis is being placed on accountability and evidence of learning for special education. The purpose of this research was to evaluate the effectiveness of a high school special education program for students with emotional and behavioral disorders using an evaluation model not previously used for outcome-based program evaluation. The new model employed the conceptual framework of the Guskey (2000) and Kirkpatrick (1998) models of program evaluation and involved five levels: students' reactions (Level 1), students' learning (Level 2), organizational support (Level 3), students' behavior (Level 4), and extended student results (Level 5). The research included designing a new model of program evaluation to focus on student learning and the outcomes of a special education high school program, applying the model, and making subsequent recommendations for its use by schools and districts. Data were collected through survey questionnaires, interviews, and an analysis of documentation and archival records. A research diary was used to record participant observation data for subsequent reflection and analysis of the program evaluation. Subjects for the study were 11 recent graduates of the high school special education program, their parents, 6 district level school staff, and 2 school committee members. Data were analyzed using descriptive statistics, qualitative data analysis methods, and a program logic model. The study revealed that the model was effective for examining student-learning outcomes, but lacked measurement of a critical first step in the learning process of adolescent students. A revised six level model is proposed that recognizes the critical importance of adolescent students establishing a sense of purpose and setting goals to direct learning. The data obtained from using this model can be shared with stakeholders for evaluating the effectiveness of the special education program's efforts and for developing improved strategies for promoting teaching and learning.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3124565
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Special education|Educational psychology|Secondary education
oai:scholarsarchive.jwu.edu:dissertations-1061
2019-05-19T16:21:53Z
publication:dissertations
Parental perceptions of successful middle school and family partnerships: A Rhode Island case study
Fargnoli, Joan C
This study sought to identify the occurrences of parental involvement, the implications of this involvement, and the relationships that link these occurrences. Research has shown that schools with strong parent involvement programs experience profound benefits for students, parents, teachers, and administrators (Epstein, 2001b; PTA, 2003). Through the use of a questionnaire and individual interviews, this mixed study design of a suburban middle school consisted of a population of 860 (N = 860) students and a representative sample size of 285 (N = 285). In addition, interviews were conducted with 20 (N = 20) parents. This researcher was able to identify the parental perceptions that have a positive influence on involvement together with those factors that negatively influence parental involvement and consequently result in a decline in parental participation. The data was treated utilizing qualitative methods and/or quantitative statistics. Frequencies, percentages, and measures of central tendencies were conducted. The data results identified the frequency of parental involvement, what factors specifically influence their involvement, and the types of involvement parents are willing to provide for their child. The highest levels of parental involvement identified using Epstein's six typologies are in the areas of parenting, communication, and learning at home. Parents recognize the need to be involved with their adolescent child and are willing to support learning at home. Parents want to maintain communication with their child's teachers and are willing to use alternative methods than those used at the elementary level. Continuous and open communication was a major theme throughout this study as evidenced in both the questionnaire and the interviews. This school should continue to develop avenues of communication that reach out to the families and community both as an instrument to keep them informed and also to get them involved. This school should also conduct babysitter certification classes for students and establish babysitting services that will allow more parents to actively participate in committees, workshops and school events. This information will be utilized to develop programs and policies that will increase parental involvement in the N. A. Ferri Middle School and also create change in the culture and climate of this school.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3135663
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Educational sociology|Secondary education
oai:scholarsarchive.jwu.edu:dissertations-1062
2019-05-19T16:24:10Z
publication:dissertations
Leadership behaviors of site-based and nonsite-based middle school principals
Jones, Karen M
The challenge of educational leadership in the era of reform is to improve school effectiveness by enlisting the support and re-conceptualizing the roles and responsibilities among schools, the community, and the larger society. In recent years, the leadership role of the principal has been transformed because of new governance structures associated with site-based management. This study was designed to compare principals self-perceptions of their leadership behaviors using the Diagnostic Assessment of School and Principal Effectiveness (DASPE) and measure the factors of maintenance, adaptation, goal attainment, integration and school effectiveness in site-based and nonsite-based managed middle schools from nine eastern and southern states. The sample for this study included a total of (n = 106) site-based and nonsite-based managed public middle school principals. Due to the small sample size generalizations to the entire population of middle school principals may not be supported. The results of the five research questions regarding principals' perceptions of their behaviors and school effectiveness in the areas of adaptation, goal attainment, integration, and maintenance when subjected to treatment by both descriptive and inferential statistical analysis indicated that there were no differences found between site-based and nonsite-based managed middle school principals. Post Hoc analysis findings yielded significance indicating that non-site based with greater than seven years of teaching experience perceived themselves stronger in the areas of goal attainment and integration. It is difficult to ascertain if any single cause could be directly linked to site-based managed and nonsite-based managed principals' unusually high perceptions of their effectiveness. It is possible, however, that lack of cohesive structural change, inadequate time to self-reflect, and the very nature of group dynamics and site-based committees' structure and lack of member longevity are all major components that affect site-based principals' perceptions of their effectiveness. More research is needed to determine whether site-based management models are resulting in principals changing leadership behaviors. The results of this study indicate there are no differences in the leadership behaviors of principals operating in site-based and nonsite-based managed environments. Yet research consistently demonstrates that there is a distinct difference in the leadership skill set used in traditional educational management.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3135664
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Business education
oai:scholarsarchive.jwu.edu:dissertations-1063
2019-05-19T16:22:13Z
publication:dissertations
Building leadership capacity for K–12 school principals through professional development
Limoges, Colleen
School effectiveness research during the last twenty years repeatedly affirms the role of the principal leadership in school success (Portin & Shen, 1998; Austin & Reynolds, 1990; Leithwood & Montgomery, 1986; Lipham, 1981; Sergiovanni, 1991; Taylor & Valentine, 1985). However, most typical principals have received little training or support to help them deal with the emerging challenge of school-wide leadership for student learning (Institute for Educational Leadership, 2000). In addition, many professional development options for principals do not address the skills that leaders really need, or they neglect to provide recent research on effective teaching and schooling (National Institute on Educational Governance, Finance, Policymaking and Management, 1999). The purpose of this study was to examine the principals' perceptions of the impact of their participation in professional development on their leadership knowledge, skills, and behaviors, as defined by the ISLLC Standards for School Leaders. This study utilized a descriptive, multiple-case research design that involved extensive focused interviews with 15 principals in 4 similar sized suburban Rhode Island school districts. The results of this study indicate that principals vary in their perception of the impact of professional development on their leadership capacity depending on (1) their formal preparation, (2) age, and (3) years of administrative experience. These findings validated the information found in the literature on professional development for principals and illustrated the controversy among practitioners and theorists regarding the use of ISLLC Standards as the tool to change the focal point of the principalship from management to learning. The results of this study highlight several important findings that are significant to understanding the impact of professional development on the leadership capacity of K–12 principals in meeting the challenges of 21st century school leadership. Additionally, the data collected in this study supports the assumption that preparing current principals for the new expectations of educational leadership requires changes in the content and delivery of their professional development (National Institute on Educational Governance, Finance, Policymaking and Management, 1999).
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3135665
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1064
2019-05-19T16:21:40Z
publication:dissertations
Faculty development framework for the active teacher/learner at the Community College of Rhode Island
Manville, Christine
Active learning approaches to college teaching are recommended in the literature, however seldom are they practiced in college classrooms (Angelo, 2003; Bonwell & Eison, 1991). Research has demonstrated that changes in teaching methods are associated with opportunities for professional development (Boud & Brew, 1996; Weimer, 2002), and studies have suggested that new frameworks for faculty development programs are needed in community colleges (Murray, 1995; 1999; 2000). This study determined a framework for effective faculty development to promote active teaching/learning at the Community College of Rhode Island (CCRI). Four related areas were explored: the definition of the role of the active teacher/learner; the understanding and use of active learning by full-time faculty in select academic departments; the knowledge, skills, and abilities required to be successful in this role; and the professional needs and interest of faculty transitioning into this role. The mixed method applied research study used two data collection methods: a questionnaire administered to an intensity sample of faculty (N = 219) and semi-structured interviews conducted with key CCRI educational leaders (N = 17). Statistical analysis was conducted with questionnaire data from the 94 respondents (43% return rate); interview data were analyzed for themes and patterns. The findings confirmed information found in the literature: lecture is the primary teaching method; the majority of class time is dedicated to lecture; traditional tools, examination and quizzes, are the primary methods used to assess student learning; the majority of faculty and educational leaders cannot provide an accurate definition for active learning; and the majority of faculty perceive themselves to be effective teachers. Three themes emerged relative to faculty development: (1) the importance of college culture and communication, (2) an inhibition toward change embedded in the social system and professional advancement, and (3) the issue of responsibility for learning. The findings were used to design a conceptual framework for faculty development to support ongoing active teaching/learning at the Community College of Rhode Island. This framework provides the basis for college leaders to design and to implement suitable professional development activities.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3136029
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Curricula|Teaching|Community colleges|Teacher education
oai:scholarsarchive.jwu.edu:dissertations-1065
2020-04-25T17:55:11Z
publication:dissertations
Superintendents' perceptions of English -only instruction in Massachusetts and Rhode Island public school districts
McCrave Baxter, Jean
This descriptive study explores the perceptions of school superintendents in Rhode Island and Massachusetts public schools concerning English-only instruction. Whether approved by local school board committees or by statewide mandate, English-only instruction continues to be a much-debated policy in school systems throughout the United States. Policymakers who support English-only instruction argue that English should be the only medium of instruction for second-language learners in American public school systems (Leistyna, 2002; Lu, 1998; Torres, 2002). This study surveyed 74 superintendents of schools in Massachusetts and Rhode Island regarding their perceptions of implementing English-only instruction as a replacement for bilingual and other existing ESL programs. The research questions examine: (a) the perceived value of English-only instruction in aiding ESL students to attain English proficiency; (b) legislation and court rulings; (c) perceived effects of English-only instruction on student achievement; and (d) the financial considerations of an English-only instruction policy in public schools. The purpose of this research study is to address best practice from the superintendents' perspective on how to practice from the superintendents' perspective on how to serve the needs of a growing English as a second language (ESL) student population. This study addresses whether or not English-only instruction is the solution to closing the achievement gap between English language learners and their English-speaking peers and maximizing achievement for ESL students. The study distinguishes areas where there is a consensus and where there is disagreement among superintendents in these two northeastern states.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3148906
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Curricula|Teaching|Language arts|Bilingual education|Multicultural education
oai:scholarsarchive.jwu.edu:dissertations-1066
2020-04-25T17:55:12Z
publication:dissertations
Home literacy environment: The impact of training on student achievement and home literacy environment practices
Scott, Marguerite Cager
This study was designed to measure the impact of parent training on the Home Literacy environment and the academic achievement of students enrolled in the second round of Reading Recovery in one school district. A Randomized Post-test Only Control Group Design was used to find out whether students whose parents were trained on HLE practices instituted these practices in the home; and whether the children of these trained parents scored higher on the Observation Survey (Clay, 1993) of authentic skills than students whose parents were not trained on HLE practices. A parent questionnaire was developed by the researcher from research based HLE practices. Parents were instructed to respond and provide written comments to each of the 16 questions. Furthermore, interviews were conducted with a random sample of parents to gain further information. Students' pre-test scores (n = 17) were analyzed using t-tests to control for initial differences between groups. Post-test scores from the six tasks of the Observation Survey were also analyzed using t-tests. In addition, analysis of covariance (ANCOVA) was run on the pre-test and post-test scores to adjust post-test scores for variability on the covariate; the pre-test of the Observation Survey. Furthermore, Parent responses from the questionnaire were analyzed using a t-test. The total sample of parents are (n = 17). A total of 13 parents were trained, 9 of the 13 parents returned the post-test survey questionnaire. The 22 remaining parents, who were not trained, composed the control group of which 8 parents returned the post-test survey. The total sample of parents and students are (N = 34). Findings indicate that there are no statistically significant differences on the pre-test of the Observation Survey. T-tests of the students' post-test scores found no significant differences between treatment and control group scores on 5 of the 6 measures of the Observation Survey. However, there were significant differences on the Hearing and Recording Sounds in Words (HRSW) task. Hearing and recording sounds in words indicate phonological/phonemic awareness skills in children. Phonological awareness is an early reading skill necessary to distinguish separate sounds in individual words. Moreover, analysis of t-tests of parent responses to the questionnaire also revealed no statistically significant differences on the post-test scores of the HLE questionnaire.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3148907
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Curricula|Teaching|Preschool education
oai:scholarsarchive.jwu.edu:dissertations-1068
2020-04-25T17:55:07Z
publication:dissertations
Evaluation of a mentoring program for graduate behavioral education students
Ainsleigh, Susan A
Mentoring occurs when an older, more experienced professional assumes a supportive, guiding role with a less experienced individual, often referred to as a protégé or a mentee (Kelly, 1999). Mentoring programs have been promoted in educational research as a cost-effective alternative to traditional professional development models. In times of budgetary constraints and mandated educational reforms, educational leaders often turn to mentoring to augment pre-service training and support the professional development of an inexperienced teacher (McCormick, 2001; Toliver, 1999). Despite frequent references to mentoring in educational literature, formal evaluation studies of mentoring and empirical evidence demonstrating the effectiveness of mentoring are absent (Fullerton, 1988; Roberts, 1999). In the field of Behavioral Education, the completion of either a supervised or mentored experience is a requirement to qualify for certification (BACB®, 2003). Behavioral literature yields no references to mentoring and offers no exemplary program models upon which to develop graduate-level experiential learning experiences. This case study evaluates the mentoring component of a graduate program in behavioral education using the framework of the CIPP program evaluation model as a guide. Using archival records, document review, interview of mentors and mentees from a graduate behavioral education program, and interview of independent experts in the field of applied behavior analysis, a detailed portrait of the mentoring component of a graduate-level behavioral education program is provided. The results of this study describe the intended outcomes of experiential learning in the field of behavioral education, outline procedures for developing and implementing a mentoring program for graduate behavioral education students, and describe the necessary components for evaluating the impact of mentoring on the learning of future behavior analysts and educators. Several themes and patterns emerged in relation to information gathered, both among participants, and between participants and previous research findings, on the use of mentoring in educational settings. Among these were recommendations for hiring and training mentors, considerations to consider when matching mentors and mentees, logistical considerations regarding the structuring of mentoring sessions, and criteria for evaluating the outcomes of a mentoring experience. The results ore aligned with each evaluation phase of the CIPP program evaluation model.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177193
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Behaviorial sciences
oai:scholarsarchive.jwu.edu:dissertations-1067
2020-04-25T17:55:10Z
publication:dissertations
The effectiveness of targeted approaches to parent engagement
Sheridan, Danielle J
Educational reform and improvement are perennial and pressing issues. Parents, teachers, and politicians recognize the important role parents play in supporting their children in school. While parent involvement is a priority for many schools, few attain parent engagement in critical aspects of school policies and practices. Research literature indicates that traditional methods of involvement (e.g., parents' nights and school volunteers) may not adequately engage parents. There are few models of effective strategies for meaningfully engaging parents in school. The purpose of this case study was to investigate parent engagement in decision-making, a strategy of involving parents that has the potential to increase the quality of involvement and its effects on student performance. This study examined the effects of targeted parent engagement activities on the quantity and quality of parent involvement. Existing parent involvement practices, parent preferences regarding methods of engagement, and the impact of targeted engagement activities were also investigated. All engagement activities focused on the development of a new report card in a primary school. Three phases of data collection were employed: surveys, focus groups, and telephone interviews. A survey packet was distributed to a sample of 320 parents to examine report card preferences and opinions. Focus groups were conducted to further explore parent report card preferences and telephone interviews were used to examine parents' preferences regarding methods of engagement. The key findings of this study indicate that: (1) parent involvement occurs through traditional methods, (2) surveys provide baseline data regarding the beliefs of the majority of the parent community and identify areas for further investigation, (3) focus groups promote interactive discussion, provide an in-depth investigation of specific aspects of parents' responses, and identify patterns and themes regarding parents' beliefs, (4) telephone interviews encourage open, candid discussion and provide untarnished personalized feedback, (5) parents value participation in targeted engagement activities and prefer the focus group method, and (6) targeted engagement activities increase parent involvement in decision-making and validate parents as partners in education. Recommendations are made for implementing targeted engagement activities and conducting future research.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3148908
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Elementary education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1069
2020-04-25T17:55:53Z
publication:dissertations
A middle school case study on principal behaviors effecting change in school culture
Almeida, Michael J
The culture of a school influences the behavior, attitudes, and beliefs of those within the school community. Although researchers and reformers assert that school culture makes a difference in the learning environments of schools (Barth, 2002; Deal & Peterson, 1999; Fullan, 2001; Rossman et al., 1988) and achievement of students (Hoy & Sabo, 1998; Louis & Marks, 1998; Louis, Marks, and Kruse, 1996; Petterson et al., 1986; Rutter et al., 1979, as cited in Deal & Peterson, 1999), its importance has been overlooked and underestimated. Principals, must acknowledge, assess, and shape the culture within a school (Barth, 2002; Clark & Clark, 2003; Webb & Norton, 2003; Zmuda, Kuklis, & Kline, 2004). Research and literature, however, provides little or no guidance for principals on the specific behaviors for developing and sustaining a healthy school culture. Previous research has identified the essential elements of healthy school cultures (Almeida, 2003; Deal et al., 1999; Saphier & King, 1985). This study examined the role of the principal in developing and sustaining these elements in a school. A survey based on the essential elements identified the changes in teachers' perceptions of the existence of each of the elements over a two-year period. Thirteen essential elements of healthy school cultures were identified on the survey. Using the results of the survey data, a questionnaire was developed to identify the principal's behaviors directly related to each of the changes in existence. A quota sample of the school's teacher population was asked to complete the questionnaire. Participation was both voluntary and anonymous. To supplement and complement the questionnaire data, the researcher kept a journal detailing his specific behaviors in attempting to change the school culture. School documents and faculty bulletins and memos were also kept and analyzed to identify specific behaviors leading to changes in the school culture. A thematic analysis of the data from the questionnaires, principal's journal, school documents, and faculty bulletins and memos suggest several specific behaviors that principals can employ to develop the existence of five elements of healthy school cultures: continual school-wide review, understanding change and innovation, high expectations, shared decision-making, and shared-supportive leadership.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177194
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration
oai:scholarsarchive.jwu.edu:dissertations-1070
2020-04-25T17:55:47Z
publication:dissertations
Tourism professional competencies and their relationship to United States higher education curricula
Billington, Robert Dennis
Billington, Robert D. (2005) Tourism Professional Competencies and their Relationship to United States Higher Education Curricula. Forecasts from the International Council on Hotel, Restaurant, and Institutional Education (2002) indicate “travel and tourism is the world's largest industry and rivals any other in terms of size and impact” (p. 6). However, the United States has yet to establish universal tourism curricula and to identify requisite tourism competencies. Moreover, research suggests the tourism industry operates without concern for planning for long-term sustainability. Potential students may be confused as to which curriculum to choose for their future. This study identified competencies needed by tourism professionals, analyzes the methods by which professional competencies are learned and third, compared higher education tourism programs offered in the United States with the competencies considered important by responding tourism professionals. Descriptive statistics including Analysis of Frequencies, Analysis of Variance, Quantitative Analysis of respondent backgrounds and Post hoc Fisher's LSD tests were applied to 70 tourism industry competencies. National tourism industry professionals (N = 368) were drawn from a sampling frame of over (N = 750). Responses totaled (N = 104). Research showed the top 5 competencies considered important are: Economic Impact of Tourism, Leadership, Public Relations, Product Knowledge and Basic Computer Skills. Almost 98% of today's tourism professionals learned their competencies on-the-job. With regard to their education levels, 47.6% hold Bachelor's degrees and 18.4% hold Master's degrees. United States higher education tourism programs (N = 321) were analyzed. Course descriptions were examined for Bachelor's and Master's degree granting institutions. A total of (N = 160) programs were eventually compared to responses from the tourism professionals. Fifty percent of the institutions offered at least one course in tourism planning and development. Advertising/sales and marketing courses ranked highest in frequency, with 94 courses available to higher education tourism students. The study identified significant incongruity among course offerings at institutions of higher education across the United States and competencies identified as important to industry professionals. This research makes clear, obligations and opportunities regarding tourism curricula revision in higher education. Great collaboration among industry professionals, private membership organizations, and tourism educators will be necessary if tourism in the United States is to grow in a sensitive, sustainable manner.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177195
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Curricula|Teaching|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1071
2020-04-25T17:55:48Z
publication:dissertations
Student retention and success at a community college in the Northeast
Craig, Alfred John
Craig, Alfred John (2005). Student Retention and Success at a Community College in the Northeast. One mission of public community colleges is to provide access to higher education to all who wish to attend. Such open enrollment policies often lead to low retention and low student success rates, which in turn represent lost revenue to institutions, as well as a loss of time, effort, and money on the part of the students. Due to diverse student bodies and differing institutional missions, each institution needs to conduct its own retention research in order to inform changes in policy and practice that can enhance student retention and success. A combined quantitative and qualitative research methodology was employed to study student retention and success at a public community college in the Northeast. For the quantitative aspects of the study a database that followed a cohort of first-time, full-time students (N = 1,729) through 11 semesters (fall 1998 through fall 2003) was analyzed using descriptive statistics, analysis of variance, and logistic regression analysis. Qualitative results were obtained through interviews with administrators from programs having high student success rates and from programs having low student success rates. Quantitative indicators that were found to be related to student success were college grade point average, time interval between high school graduation and community college enrollment, attempted but unearned credits, initial program of enrollment, and continuing full-time enrollment. Qualitative results indicated that poor academic preparation and lack of commitment to goal completion were negatively related to student success. Based on the findings, recommendations were made that included early academic assessments and identification of students, particularly those who change from full-time to part-time enrollment status, as a way to identify at-risk students that might benefit from institutional interventions.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177196
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Community colleges
oai:scholarsarchive.jwu.edu:dissertations-1072
2020-04-25T17:55:09Z
publication:dissertations
Awareness and utilization of institutional support services by Internet-based learners
Libron-Green, Dorothy Marie
This study investigated the awareness and use of institutional support services by students enrolled in Internet-based classes in the fall 2001 semester at a large Mid-Atlantic state community college. It also investigated the correlation between the Internet-based students' awareness and use of the support services provided and their academic success in the classes. A survey questionnaire adapted from the Continuing Student Questionnaire of the National Center for Higher Education Management Systems and the College Board was used to collect information regarding Internet-based students' awareness and use of institutional support services. Information from this survey was correlated with student achievement levels in the classes and used to relate student success to their awareness and use of the available student support services. The results of this research show that Internet-based students were aware of most of the offered support services. They were most aware of library services and least aware of disability services. The research also found that less than 50% of the students used the offered support services. Counseling/advising support was the most used and disability support was the least used. The major finding of this study showed that there was no statistically significant relationship between Internet-based students' awareness of or use of any of the offered support services and their final course grades.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177197
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Educational software|Academic guidance counseling
oai:scholarsarchive.jwu.edu:dissertations-1074
2020-04-25T17:55:49Z
publication:dissertations
Principals' perceptions of factors affecting teacher collaboration in elementary schools
Piccardi, Joan M
To improve student achievement, teacher effectiveness must be improved. Research has shown that schools with high levels of professional collaboration have more effective teachers and that improvement in teaching is collective and continuous (Darling-Hammond, 1998; National Association of Elementary School Principals, 2001; Rosenholtz, 1991). There is, however, a lack of empirical research examining the role or importance of specific variables regarding improvement of teacher collaboration. This study investigated elementary principals' perceptions of factors affecting teacher collaboration in their schools. Principals are most likely to have the greatest influence on the capacity of teachers to become more collaborative and on changing the current predominant patterns of teaching in isolation (Leonard & Leonard, 1999; Louis, Kruse & Associates, 1995). To plan for the necessary changes in elementary schools, an understanding is needed of principals' perceptions of factors affecting teacher collaboration. To provide such an understanding, focus group interviews were held with elementary school principals from Rhode Island. Three focus groups were held, from which data were collected and analyzed for recurring themes. This qualitative study provides a picture of elementary principals' perceptions of the factors affecting teacher collaboration in their schools, including the barriers and facilitators to such collaboration. This study also describes how the principals attempt to support teacher collaboration, and what training and supports they feel they would need in order to improve teacher collaboration in their elementary schools. The research findings indicate that the elementary school principals in this study identified several factors that influenced the state of teacher collaboration in their schools. Principals viewed some of the factors as issues being successfully addressed by them, some of the factors as difficult to address due to barriers, and some of the factors within their influence only if changes and supports were to be put into place. Educators may examine the findings of this study to inform plans for improving teacher collaboration. Educational researchers may consider the findings of this study as the basis of future quantitative research.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177199
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Curricula|Teaching|Elementary education
oai:scholarsarchive.jwu.edu:dissertations-1075
2020-04-25T17:55:57Z
publication:dissertations
The highly qualified teacher: Perceptions of parents, teachers, and principals at the elementary and middle school levels
Raptakis, Donna M
The success of a school depends largely on the quality of its teaching staff. When teachers are skilled, parents and administrators are happy. More importantly, when teachers are effective, students learn. Darling-Hammond & Young (2002) found strong correlations between teacher quality and student performance in reading and math. Despite these correlations and a general agreement about the importance of high-quality teachers, there is little or no agreement about the definition of such a teacher among educators or between educators and parents of school children (Cochran-Smith & Fries, 2001; Goldhaber, 2002; Hess, Rotherhan & Walsh, 2004). The purpose of this study was to examine research regarding: (1) The attributes, characteristics and behaviors of a quality teacher, effective teacher, and highly qualified teacher; (2) the operational definitions that principals, teachers, and parents have for a high quality teacher; (3) whether parents, teachers, and principals' perceptions of a high quality teacher at the elementary level differ from the perceptions of parents, teachers, and principals at the middle school level. The study incorporated qualitative and quantitative methods, that measured principals, teachers and parents' perceptions of specific teacher attributes, characteristics and behaviors. An Excellent Teacher Survey was developed through a review of the research, a focus group and then pilot tested, with a small sample of potential respondents. The sample (N = 164) included parents, teachers and principals at the elementary and middle school levels. Responses were analyzed to identify the differences and similarities across the three groups with respect to the specific variables. Following an analysis of survey responses, interviews were used to obtain a more detailed understanding of the differences and similarities among the three groups with respect to these variables. A total of (n = 12) parents, teachers and principals at the elementary and middle school levels were also interviewed. This allowed for obtaining in-depth information on selected variables of interest. A thematic analysis of the data from the interviews occurred indicating specific characteristics of a highly qualified teacher. Conclusions of this study provide a clearer understanding of the qualities, attributes, and characteristics of highly qualified teachers who can be helpful in recruiting, selecting, hiring, supporting, and retaining teachers.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177200
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Elementary education|Secondary education|Curricula|Teaching
oai:scholarsarchive.jwu.edu:dissertations-1076
2020-04-25T17:55:14Z
publication:dissertations
Early adolescents' career explorations: Examination of family, school, and peer influences
Selleck-Harwell, Ingrid
The purpose of this study is to examine familial, school, and peer influences of early adolescents and their career exploration process. In this study, Super's (1957, 1963, 1980) Fantasy, Interest, and Capacity developmental sub-stages are examined together with the early adolescent's roles as child, student, and leisurite. Interview questions are developed from the literature and Super's Developmental Model, which are then aligned with the study's research questions, forming the interview protocol for the purposive sample (N = 40) of students. Interview data is collected and transcribed to examine familial, school, and peer influences of early adolescents (14 years old) and their career exploration process. The results of these interviews were compared to Super's (1957, 1963, 1980) Developmental Model. The principal finding is that the familial influence is the most significant influence in the career exploration process of the early adolescents. Results also present an emergent Career Exploration Model from the collected and analyzed interview data. Overall, limited career information was reported by the early adolescents, which connected their educational interests to the career exploration process. The majority of students sampled depended upon resources and information available provided by parents, peers, and television. From these results, career education recommendations are offered to educators, parents, and the community leaders. The new Career Exploration Model for Adolescents is offered linking familial, school, and peer influences of adolescents with the career exploration process.
2004-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177201
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Academic guidance counseling|Families & family life|Personal relationships|Sociology
oai:scholarsarchive.jwu.edu:dissertations-1073
2020-04-25T17:55:52Z
publication:dissertations
Persistence of first -generation low -income students receiving financial aid at a public regional New England university
Mihok, Sonia Y
This study investigated the relationship between student financial aid and academic persistence of first-generation first-time, full-time freshmen enrolled in the fall 2002 semester at a regional state university in New England. For first-year freshmen the odds of persistence to the second year are low (approximately 50%)and are even lower for those who face the additional challenges of being the first in their family to attend an institution of higher education (Choy, 2002; Mortenson, 1998a). Financial aid and how to pay for college are considered to be decisive factors in whether or not first-generation students persist (Somers, 2000; St. John, 2002). This study explored the relationship of financial aid packages to the persistence to the second year of first-generation students (NCES, 1998b, 1998c, 1998d). Demographic, academic, and financial aid data on students in the fall 2002 cohort was collected from a university information database. The composition of financial aid packages comprised the independent variables and persistence was the dependent variable. St. John's modified finance and persistence model (Somers, & St. John, 1997) was followed, using Statistical Package for Social Science (SPSS) version 10.0 to perform logistic regressions to identify the relationship between financial aid and persistence. The findings of this study were that cumulative grade point average was a highly statistically significant predictor of persistence. Being female, low-income and a borrower added to the probability of persistence, while students' first-generation status reduced the probability of persistence. Insufficient grant awards adversely affected student persistence in this study. These findings determined that composition of financial aid packages did relate to the persistence to the sophomore year of first-generation, low-income students. The results of the study can help financial aid officers and other policy makers develop more effective policies and financial aid packages for first-generation, low-income students, and thereby perhaps improve their persistence.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177198
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|School finance
oai:scholarsarchive.jwu.edu:dissertations-1077
2020-04-25T17:55:50Z
publication:dissertations
Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England
Yangambi, Matthieu Wakalewae
Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least effective. The results of this study may inform education policy makers and school systems about instructional strategies to implement in classrooms in order to meet the learning needs of every student. Recommendations for practice are included.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3177202
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Curricula|Teaching|Science education|Bilingual education|Multicultural education
oai:scholarsarchive.jwu.edu:dissertations-1078
2019-05-19T16:23:46Z
publication:dissertations
A needs analysis for a graduate program in nursing and public health in New England
DeBlois, Araxie Boghosian
The purpose of this study was to conduct a needs assessment of registered nurses with regard to a Master of Science in Nursing (MSN) and Master of Public Health (MPH) dual degree program. This research was designed to identify the competencies required for leadership in public health as established by the Council on Linkages Between Academia and Public Health (2001). A focus group composed of nursing and public health experts identified the competencies required for public health leadership and engaged in a group discussion regarding the educational needs of nurses and MSN/MPH program development. The instrument included demographic information and items relating to training and educational needs. The study utilized a sample (N = 147) registered nurses to identify their needs and reported level of interest in a variety of educational and training programs. Interviews with key informants were conducted to identify nursing and public health training needs and to assess the feasibility of a dual MSN/MPH program. Composite means and standard deviations were computed to identify the most important competencies for public health leadership. Percentages of interest were computed from the survey sample. Findings from the group interview and key informants revealed a need to increase the number of Baccalaureate prepared registered nurses. These findings were supported by the survey data in this study whereby 50% of the respondents were Associate's Degree Registered Nurses. Other corroborating evidence was offered by The American Association of Colleges of Nursing (2000) which suggested Baccalaureate preparation as the minimum necessary requirement for entry-level nursing due to the inclusion of public health sciences within the curriculum. This study's qualitative data revealed that, like nurses, public health employees arrive at entry level positions from a variety of educational backgrounds. The data further suggested the need for public health certificate training programs for public health workers. These findings are supported by research from the Institute of Medicine (1988) which notes as changes in the health care system and public health delivery evolve, a competent workforce capable of delivering an increasing variety of services will be needed.
2003-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3106404
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Health education|Nursing|Public health|Higher education
oai:scholarsarchive.jwu.edu:dissertations-1079
2020-04-25T17:55:02Z
publication:dissertations
Role and functions of chief student affairs officers at public community colleges in New England
Edwards, Karin B
As a result of changing demographics and workforce needs, community colleges have grown and have become more diverse. They have broadened their programs and course offerings to respond to societal changes. It is to be expected that the role and functions of chief student affairs officers (CSAOs) in these institutions have also changed. The role of chief student affairs officers at four-year schools has been studied periodically, but that is of the case with community colleges. Literature reports the expectations and responsibilities of CSAOs have changed, thus requiring different competencies, but does not report whether these changes have actually occurred at community colleges. In the past, the literature suggested there were conflicting perceptions between college presidents and CSAOs concerning the role and functions of chief student affairs officer. This study was designed to determine the essential functions of chief student affairs officers at public community colleges in New England and to determine whether there were divergent views held by chief student affairs officers and presidents regarding the relative importance of those functions, particularly leadership. The study also looked for inconsistencies between what the literature and advertisements identified, and what practicing professional suggested were the important functions of CSAOs. Information was gathered using two forms of a questionnaire directed to CSAOs (N = 44; return rate = 65%) and college presidents (N = 40; return rate = 58%) and interviews with selected CSAOs (n = 10) and presidents (n = 10). Additionally, CSAO position announcements were gathered for the past 20 years to determine if the public pronouncements concerning the role and functions of the CSAO position have changed. Major findings from this study included: (1) Most CSAOs were part of the college management team; therefore, leadership was inherent in their positions and expected of them. (2) Although presidents and CSAOs described functions differently, there was no evidence of disagreement in their perceptions of which CSAO functions were important. (3) Job descriptions have changed little over the past 20 years, though advertisements did not always describe the functions of the position the way incumbents did.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234441
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Community colleges|School administration
oai:scholarsarchive.jwu.edu:dissertations-1080
2020-04-25T17:54:57Z
publication:dissertations
Academic dishonesty among Division III college athletes
Jewett, Arthur V
Academic dishonesty has been intensely studied from different perspectives, but most of the research involving athletes has been done at Division I institutions in high profile sports. The purpose of this study was to investigate academic dishonesty among collegiate athletes at NCAA Division III institutions. The study was designed to determine the prevalence and types of academic dishonesty behaviors among student athletes; the frequency of academic dishonesty on the campuses as perceived by student athletes; the attitudes of student athletes towards the seriousness of specific forms of academic dishonesty; and the relationship between student athletes' characteristics and the type, prevalence, and perceived seriousness of academic dishonesty. The sample consisted of 485 student athlete participants in selected winter sports and spring sports from 3 private and 3 public Division III colleges. The student athletes responded to a 16-item modified version of the McCabe Academic Integrity Survey (McCabe, 1992d). The results showed that academic dishonesty was widespread and supports the perception that academic dishonesty among student athletes is pervasive. Almost all the respondents (95%) admitted having participated in at least one cheating behavior, but not repeated cheating, and most (80%) thought cheating was prevalent on their campus. The likelihood of engaging in some form of academic dishonesty was found to have an inverse relationship to the student's perception of the seriousness of cheating. Although student athletes thought a great amount of cheating was happening, they were reluctant to confront cheating behavior of others. No significant differences were found in cheating behavior with regard to academic major, ethnicity, and year group. However, significant differences were found by institutional type, grade point average, age, gender, and sport participation. This topic needs additional research because of the increasing number of recruited athletes, admission preferences, and conflicting competitive goals of athletic programs at Division III colleges.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234442
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1081
2020-04-25T17:54:54Z
publication:dissertations
The effect of online mentoring on teacher self -efficacy of preservice physical education teachers during initial field -based teaching settings
McDiarmid, Patricia Lynch
This study was designed to investigate whether a web-based mentoring support system using threaded discussion and e-mail formats within a virtual classroom impacted levels of preservice physical education teacher self-efficacy during a 14-week field-based assignment. The literature supports that assorted mentoring models appear to be effective in providing initial support as teachers enter the profession. Mentoring is one means to address the impending reality of severe teacher shortages evidenced by the fact that up to one-third of new teachers leave the profession within the first 3 years (Feiman-Nemser, 2001; Schwalbe, 2001; Tye & O'Brien, 2002). Employing a mixed methods design, one group of teachers (n = 20) received an online mentored experience, while another group (n = 21) in a separate semester did not. Research questions posed were: (1) To what extent does participation in an online community with continuous mentoring-type support practices affect a preservice educator's self-efficacy levels with respect to student engagement, instructional practices, or classroom management during initial field-based school settings? (2) Which online support practices/communication tools are associated with the largest increases in self-efficacy for preservice teachers enrolled in initial field-based school settings with respect to student engagement, instructional practices, or classroom management? A 2 (groups) by 2 time periods (time 1 of the 3 time periods served as the covariate) mixed factorial multivariate repeated measures ANCOVA was computed to determine if the web-based mentored (treatment) and non-mentored (no treatment) groups differed in levels of self-efficacy over 2 time periods following pre-test, midpoint, and post-test administrations of the Tschannen-Moran and Hoy's (1999) Teachers' Sense of Efficacy Scale (TSES). After controlling for initial differences on the pre-test, the treatment group by time interaction was not significant (p = .25) suggesting that the online mentoring treatment did not impact levels of teacher self-efficacy for the student teachers. Following a content analysis of focus group transcripts, reduced feelings of isolation were reported along with the value of peer-mentoring and an anonymous discussion board noted (Patton, 2002). Results from this study will assist in re-examining teacher preparation programming practices during initial field-based practicum coursework at the private college located in New England.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234443
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|Educational software|Physical education
oai:scholarsarchive.jwu.edu:dissertations-1083
2020-04-25T17:54:51Z
publication:dissertations
Selected correlates of student persistence and institutional factors in for -profit art and design colleges
Dyer, Tom
The relation of annual student persistence and persistence change to retention practice in a group of for-profit art and design colleges ( N = 25) owned by a publicly traded corporation was examined in this study. Publicly traded education corporations first appeared in 1990 and have proliferated in the intervening years. These colleges serve about 6% of the higher education market. To date there has been little study of the student retention practices of these colleges. This study was grounded in the student attrition theory of Astin (1975), Tinto (1987), and Braxton (2001), as well as in the practical application of theory and industry best practices suggested by educators such as Noel and Levitz (2000). The study employed a primarily quantitative design. Analysis was performed on data from the corporation's internal documents to determine annual persistence and persistence change for each college. Demographic data were collected for each college's population on gender, race, and the number of associate's and bachelor's students. Analysis of these data found race and gender had the greatest correlation to persistence and persistence change. A questionnaire was distributed to each college to determine the level of implementation of 19 student success practices adopted by the system. The data from each questionnaire item were correlated with annual persistence and persistence change. The three items with the highest correlation, along with the race and gender data, were entered into two stepwise multiple regression equations. Race was found to be significant at the p < .05 level for student persistence (p = .02) and persistence change (p = .01), while gender was significant for persistence change (p = .013). Race and gender accounted for 45.4% of variance for persistence change, while race was found to account for 46.0% of variance for annual persistence. No other variable was found to be statistically significant. A secondary analysis of these colleges found their persistence practices in the areas of student success plans, faculty development, general student initiatives, and advanced students initiatives to be similar to those suggested for not-for-profit colleges. The study makes eight recommendations for improving persistence practices at this type of institution.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234445
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Art education
oai:scholarsarchive.jwu.edu:dissertations-1082
2020-04-25T17:55:54Z
publication:dissertations
First-year academic success: Differences in pre -entry and learning and study skill characteristics for academically successful and unsuccessful students at a public flagship university in New England
Libutti, Dean D
For decades, researchers have investigated the determinants of college success, and higher education institutions have established a variety of support programs to promote student success. However, understanding and improving the academic performance of first-year students is more complicated than retention (Barefoot, 2000). Furthermore, many institutions offer support programs to improve student academic success without first understanding the populations they serve (Trombley, 2000). This study examined the differences in pre-entry characteristics, motivation, and study skills factors (using Learning and Study Strategies Inventory---LASSI ) of successful and unsuccessful first-year students at a flagship public university in New England. Unsuccessful students at the end of their first semester were those subject to dismissal (GPA < 1.0, n = 52) and students on probation (GPA between 1.0-2.0, n = 66). Successful students (GPA 3.5 +, n = 66) were freshman honors students. Initial differences in the groups were assessed through a comparison, of pre-entry characteristics using Analysis of Variance (ANOVA) and chi-square. Second-semester grade performance and post-test LASSI scores were examined for the two unsuccessful groups: probationary students, who received no treatment and subject to dismissal students, who participated in a semester long intervention program. Grades and scores were analyzed through the use of Analysis of Covariance (ANCOVA), using first-semester grades and pre-test scores as covariates. Qualitative data were gathered from focus groups with faculty and staff (n = 22), who were asked to articulate differences between academically successful and unsuccessful students, and were compared to empirical findings. Significant differences between successful and unsuccessful students were found for high school GPA, high school rank, SAT scores, gender, race/ethnicity, residency, and for the 10 LASSI variables. Students on probation had higher pre-test LASSI scores for motivation than students subject to dismissal. The subject to dismissal group had statistically significant higher post-test LASSI scores for all subscales except attitude and motivation, though lower second-semester GPA means than the students on probation. Faculty and staff identified differences between successful and unsuccessful students were in-line with the empirical findings, except for gender, race/ethnicity and residency. Recommendations based on the findings were made for leaders at the site institution and for future needed research.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234444
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Educational psychology
oai:scholarsarchive.jwu.edu:dissertations-1084
2020-04-25T17:54:46Z
publication:dissertations
The utilization of E -portfolios in the acceptance process for higher education institutions in New England
Cohen, Debra A
A descriptive, exploratory research study was conducted using a survey questionnaire with a Likert-type scale format to attempt to measure the utilization of E-portfolios in the current acceptance process of higher education institutions in New England. Lorenzo and Ittelson (2005) define an E-portfolio as "...digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution". A questionnaire was distributed which consisted of three sections: experience with E-portfolios, opinions about E-portfolios and demographics. The questionnaire was distributed to admissions personnel who attended the annual NETA (The New England Transfer Association) conference. NETA members are employed at either two or four year, public or private colleges or universities throughout New England (N = 47). From the survey responses, a paired t-test was used to compare institutional importance of E-portfolios to their perceptions on their use in higher education as a whole. All paired t-test results were significant at the .05 level (p < .05). When the respondents were asked if they accepted E-portfolios to replace standard tests (e.g. SAT, ACT, etc.) they rated importance at their own institutions (M = 1.7, SD = 1.0) compared to E-portfolio's importance in higher education (M = 2.4, SD = 1.2), t (32) = -3.627, p = .001 (two-tailed). Both of these mean values are well below the neutral value of 3 on the questionnaire's importance scale. Also noteworthy is the standard deviation of 1.0 which was the lowest variance of response on any question. Respondents also stated that high school application processes should include E-portfolios (M = 3.1, SD = 1.2), t (33) = -5.34, p = .000 (two-tailed), and higher educational institutions should provide training for the usage of high school E-portfolios in their admissions processes (M = 3.4, SD = 1.2), t (31) = -4.132, p = .000 (two-tailed). It can be tentatively surmised that in this exploratory study current admission professionals in New England do not think E-portfolio's are very important for admissions. Respondents also state that future admissions processes should include the use and training of high school E-portfolios.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234446
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Educational software|School administration
oai:scholarsarchive.jwu.edu:dissertations-1085
2020-04-25T17:55:55Z
publication:dissertations
Getting ready for college: Assessing parents' understandings
Velasquez, Maria del Pilar
The Metropolitan Regional Career and Technical Center, commonly referred to as the Met School, is a state public high school located in Providence, Rhode Island, serving a diverse, urban student population and exhibiting school drop out risk factors typical of that population (American Council in Higher Education, 2001-2002). The Met School, however, has significantly higher than expected rates of graduation and college acceptance and persistence. This case study examined the perceptions of parents regarding the effectiveness of the Met School's college-transition programs and services targeted to reduce high school or college dropouts. The study employed in-depth interviews with parents of Met School students and alumni to address these research questions: (1) How do Met School parents' perceptions of college change during the four years their children attend the Met? (2) What Met School interventions do parents perceive as the most effective in helping their children gain college admission? (3) How has the Met School helped parents to support and encourage their children to remain in college? The case study employed one-on-one interviews in English or Spanish with a purposive sample of 23 parents of Met School students and alumni, sampled in three groups. In one-on-one interviews, parents described how the Met School's highly personalized educational approach made them a part of their child's successful education. Parents also identified the college knowledge they gained through the school, noted the information they perceived as helpful in the educational journey of their child, and outlined factors affecting college persistence of alumni. The results of this case study offer evaluative information for the Met School about its college-transition programs and services target students who are at-risk of dropping out of high school or college. The findings are informative for educational leaders about the success of the Met School's individualized student approach. The results also provide details about the process by which parents acquired college knowledge and offer information about ways the Met School can refine and expand existing services that enhance parents' knowledge about college. Finally, the results identify aspects of parental college knowledge that are suitable for examination in subsequent research.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234447
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Secondary education|Families & family life|Personal relationships|Sociology|Educational sociology
oai:scholarsarchive.jwu.edu:dissertations-1086
2020-04-25T17:55:05Z
publication:dissertations
Outsourcing student services: Perceptions of college administrators at four -year institutions in Connecticut
DeCapua, Richard James
This mixed methods study examined the perceptions and attitudes concerning outsourcing residential life functions at four-year institutions of higher education in Connecticut. Although outsourcing occurs in higher education, its effects on student services, residential life in particular, have not been researched adequately (Shumar, 1997; Phipps & Merisotis, 2005). With the ever increasing costs of higher education, administrators are being directed to examine multiple forms of cost savings. While outsourcing in higher education traditionally occurs in auxiliary services, its effect on student affairs functions at colleges and universities is beginning to be examined more closely (Jefferies, 1996). The researcher explored the attitudes of higher education administrators who are the chief officers in the areas of academic affairs (CAO), business affairs (CBO), student affairs (CSAO), and residential life/housing (CHO) from all 17 four-year public and private institutions in the state of Connecticut (N=68, 70.5% response rate). Using a questionnaire developed by the researcher, participants were asked to report on their attitudes and perceptions of outsourcing in general and in addition, to higher education and residential life functions in particular. Descriptive statistics and one-way ANOVA were the methods of statistical analysis. The results of this study indicated that all participant groups reported very little difference between their attitudes regarding outsourcing in general and outsourcing in higher education. However, CSAOs and CHOs had different attitudes than CBOs and CAOs with regard to outsourcing residential life staff.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234448
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1087
2020-04-25T17:54:58Z
publication:dissertations
A mixed-method study of a brain -compatible education program of grades K–5 in a Mid -Atlantic inner -city public elementary /middle school
Bertucci, Peter J
Interdisciplinary research advances have fostered theoretical conceptualizations of brain-compatible practice that promotes neurological changes. As unaligned practices are questioned, skeptics warn brain research is being misinterpreted. Valid brain and learning data are needed. The primary research question of this study was: How can best educational practices supported by neuroscientific research be separated from overstatement of educational applicability? A mixed method research design qualitatively prioritized an explanatory critical case study of the phenomenon, brain-compatible education. A single case type II design with embedded analytical units was employed (Yin, 2002). A brain-compatible program at a Mid-Atlantic inner-city elementary/middle school was studied. The embedded units were staff perceptions of the program and associated student outcomes. The theoretical proposition was the program was implemented to improve teaching and learning by taking advantage of how the brain learns. Data collection included document analysis, observation, interviewing, and surveying. The Stufflebeam program evaluation assessment model was used to evaluate the program (Madaus, Scriven, & Stufflebeam, 1983). Participating teachers were purposefully selected program practitioners from grades K-5. Five of those participants were randomly selected for observation. The principal, arts integration specialist, curriculum specialist, and observed teachers were interviewed and fifteen remaining program practitioners self-administered surveys. Qualitative data were analyzed utilizing content analysis, pattern matching, and thematic coding. The quantitative ex post facto component descriptively compared 2003 through 2005 grade 5 study site state assessments, advanced aggregate and subgroup performance, in reading and mathematics to a similar in-district school and the state respectively. No causal representations were offered. The findings suggest innovation requires integrative research utility. Further, it was found that, combining charismatic leadership, voluntary staff participation, a shared vision, adequate resources, and community involvement fosters educational change. Moreover, brain-compatibility requires a positive emotional climate and interactive teaching to engage students and promote deeper learning. Positive state assessment trends were described in mathematics and reading. This research assists educators in refining practice through brain-compatible alignment, presents conditions for innovation, provides a case for multiple-analysis, and adds to the extant data base. Recommendations from this study propose brain-compatibility advocacy and enhanced educator training around research, the brain and learning, and cognition. Future research should investigate other variables within the program, additional in context brain-compatible programs, emotional learning climates, and early brain-compatible intervention.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234449
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Curricula|Teaching|School administration|Teacher education
oai:scholarsarchive.jwu.edu:dissertations-1089
2020-04-25T17:54:53Z
publication:dissertations
A case study on principal behaviors cultivating a positive school culture in an elementary school
Lima, Nadine Elizabeth
Lima, Nadine E. (2006). Numerous studies have been conducted on the importance of a positive school culture as it relates to teaching and learning in public schools. Educational experts agree that positive school cultures have principals and staff members who have a unified sense of purpose that includes fundamental norms of collegiality, dedication, and conscientiousness (Barth, 2002; Peterson & Deal, 2001; Stolp, 1994). This study utilized a mixed-methods research design employing a single-case study with action research components to examine an elementary principal's role in formulating a positive school culture. The study is important to the educational field because research exists to substantiate a relationship between a positive school culture and a school's success in academics, along with federal, state, and local mandated educational programs and initiatives (Barth, 2002; Peterson & Deal, 2002). To address this need, the researcher examined the literature on school culture. In addition, data from a survey entitled, the School Culture Audit (SCA), document analyses, and focus groups were triangulated to examine the following research questions: What are teachers' perceptions of specific behaviors of a principal that promote and sustain a positive school culture? What strategies can a school principal use to cultivate a positive school culture? How can the target school use these strategies to promote and sustain a positive school culture? What components of this target school's culture are positive and should be reinforced? What components of this target school's culture are negative and should be changed? Participants for the survey were N=25 teachers. Seventeen surveys were returned (response rate of 68%). A total of n=9 of the teachers volunteered to participate in one focus group. Survey data were analyzed using descriptive statistics. The qualitative data obtained from the document analyses and the focus group were analyzed by generating themes and patterns to describe the findings. Implications derived from this study are clear regarding the role of the school principal and are presented as follows: include teachers in the decision making process, be consistent with policies and procedures, work collaboratively and collegially with teachers to focus on teaching and learning, and communicate with teachers openly and decisively. These behaviors for school leaders have been suggested in the literature and have been reinforced in the findings of this case study.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234451
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Elementary education
oai:scholarsarchive.jwu.edu:dissertations-1088
2020-04-25T17:54:44Z
publication:dissertations
Criteria for judging exemplary teachers: A Rhode Island experience
Nagy, Monica L
Teacher quality is a current topic of much debate. The terms "quality teacher" and "highly qualified" are seen in legislation such as the No Child Left Behind Act (2001) and are used frequently when describing excellent teachers. Many studies point to the fact that teacher quality is the most important predictor of student academic success (Darling-Hammond & Youngs, 2002; W. Sanders, 1999). Building upon this previous research and its definitions, the term exemplary teacher is used in this study. This study measures the characteristics principals believe are important in comprising an "exemplary teacher." Public school principals in Rhode Island were surveyed using a questionnaire that categorized many "exemplary teacher" characteristics found in the current literature and those detailed in the No Child Left Behind Act. The sample was comprised of public school principals (N = 335) in the State of Rhode Island at the elementary, middle, and high school levels. There were 181 respondents to the survey which is a 54% response rate with a sampling error of 4.9%. Descriptive statistics and one-way ANOVA were used to ascertain any possible differences among elementary, middle, and high school levels. These analyses identify the most important criteria according to the principals across the entire sample and between the three sub-groups. The major findings of the study were that principals, regardless of level, found 9 of the top 10 teacher characteristics the same. The top response (has a passion to help students learn and grow) had M = 4.90 with a SD = 0.40. It was also found that there was a statistically significant difference between input and output characteristics (p < 0.05) and output was ranked higher. The implications and significance of the study are that principals' views are heavily biased towards the output criteria (which is mostly observable classroom behavior and attitudes) listed on the 1-5 point Likert-scale survey. There is, however, credible research that claims input criteria (which is the coursework and tests that a person must pass to become a certified teacher) are also important in determining teacher quality. The No Child Left Behind Act was rated very low on the survey in terms of helping to determine teacher quality with M = 2.20 overall and SD = 0.99. Open-ended responses confirm this finding.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234450
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Teacher education|Elementary education
oai:scholarsarchive.jwu.edu:dissertations-1091
2020-04-25T17:55:00Z
publication:dissertations
An analysis of the relationship between parental involvement and student achievement in Rhode Island elementary schools
McLaughlin, Michael Dennis
Research has shown that the home, into which a child is born, is the most reliable predictor of that child's academic achievement (Coleman, 1966; Thornton, 2003). A portion of this influence is due to the direct role that parents play in the education of their children (Brough & Irvin, 2001; Epstein, 1997; Henderson & Mapp, 2002; Hoover-Dempsey & Sandler, 1995; White, 1982). Moreover, research on this relationship has been conducted using survey data that are gathered annually from students, parents, teachers, and administrators from across Rhode Island. This study was a secondary analysis of the parental involvement data that are collected annually for the Rhode Island Department of Elementary and Secondary Education (RIDE) by the National Center on Public Education and Social Policy (NCPE). Using Rhode Island public elementary schools as its unit of analysis (n = 185), the study sought to investigate the relationship between parental involvement in Rhode Island public elementary schools and student achievement. The present study investigated this relationship through the analysis of the SALT survey data and student test data via the construction of a pair-wise correlation matrix and the performance of stepwise multiple regression and canonical correlation analyses. The percentage representing students eligible for free and reduced price meals will be introduced as a covariate (Coleman et al., 1966; Thornton, 2003) to control for socio-economic status. It was found that after socio-economic status was accounted for, parental involvement in general was moderately associated (r2 = .165, p < .05, n = 175, ES = medium) to student achievement in general, while specific relationships between specific parental involvement variables and specific student achievement variables were either non-existent or meaningless once socio-economic status was considered.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234455
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School administration|Elementary education
oai:scholarsarchive.jwu.edu:dissertations-1090
2020-04-25T17:55:46Z
publication:dissertations
Evaluating critical thinking skills development: One community - two approaches
McGuirl-Hadley, Joy A
The acquisition and application of knowledge is a prerequisite for many jobs, yet increasing numbers of employees are entering the business world without higher-order thinking skills (Achieve, 2005; Paul, 1995; Robbins & DeCenzo, 2005). This study examined the effectiveness of the existing curriculum at building critical thinking skills in two types of settings: community college and manufacturing businesses in Southeastern Massachusetts. Using the Test of Everyday Reasoning (Facione, 2000), pre- and post-tests were conducted with community college students (n = 67), business employees (n = 36), and a control group (n = 23). Utilizing semi-structured interviews, data were gathered from a randomly selected sub-sample (n = 22) and from the course instructors (N = 6) to determine use made of acquired critical thinking skills. Analysis of variance (ANOVA) was used to equate the three groups and no significant differences was found among the pre-test scores by group, F(2, 94) = 1.35, p = .27. Using the Pearson correlation coefficient, a strong relationship was found for the pre- and post-test scores, r = .83, r2 = .64, p < .01. Analysis of covariance (ANCOVA) with the pre-test as covariate and the Scheffé test to adjust for difference in group sizes, showed no significant difference among the adjusted post-test scores F(2, 93) = .38, p = .69. In comparison with normative data, the average for the sample of college students and business employees was at the 36th percentile. The qualitative data suggested two findings: that all instructors defined and embedded critical thinking skills in their syllabi, though this was not done intentionally by the community college instructors; and that subjects concretely demonstrated critical thinking skills and attributed these skills to what they learned during courses. Based on the study findings, two recommendations were made: (1) bring critical thinking skills into the classroom, identify it, teach it directly, and share it with students to increase their critical thinking skills and metacognition; and (2) promote collaborative partnerships between education and business to foster coherent and effective education and workforce development systems.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234454
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Community colleges|Adult education|Continuing education|Business education
oai:scholarsarchive.jwu.edu:dissertations-1092
2020-04-25T17:54:48Z
publication:dissertations
Military student participation in distance learning
Lewis, Neil A
The purpose of this study was to investigate factors related to military student participation in distance learning and, thereby, gain greater understanding and awareness of this delivery system. The study utilized a mixed methods approach and employed a single military war college, located in New England, as the research site. One question guided this study: To what extent and in what manner do selected personal and institutional factors relate to student participation levels in distance learning at a military war college? Data collection techniques included a mailed questionnaire to distance learning students (n = 200), in-depth interviews with all the distance learning administrators (N = 5), and focus groups with distance learning users (n = 15). Questionnaire data, returned by 112 students (return rate = 56%), were grouped into five independent variables: demographics, personal experiences with distance technology, attitudes toward distance learning, perceptions of what motivates participation in distance learning, and perceptions about institutional support for distance learning. The dependent variable was student participation levels in distance learning (the total of past, current, and anticipated distance learning courses taken). Descriptive statistics (frequencies, percents, means, and standard deviations) were computed for each variable. Multiple regression analysis was used to determine the magnitude of the relationship between participation in distance learning and the independent variables. The cluster of questions on attitudes toward distance learning was significantly related to student participation, but the other factors showed no significant relationship. The interviews and the focus groups resulted in useful information. On the basis of the study findings, these recommendations were made: (1) Military war colleges should consider providing more distance learning courses to military students, particularly to serve those in remote areas throughout the world. (2) Military war college administrators should continually evaluate their distance learning programs to identify areas for improvement. (3) Military war colleges should seek collaborative opportunities among themselves to address measures to improve military distance learning programs. (4) Further research should examine participation levels in distance learning at similar military colleges, particularly with regard to student attitudes, and should expand the sample population to include undergraduate students.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234950
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Educational software|Armed forces
oai:scholarsarchive.jwu.edu:dissertations-1093
2020-04-25T17:54:52Z
publication:dissertations
Improvement of special needs students on the mathematics Massachusetts Comprehensive Assessment System (MCAS): Perceptions of secondary mathematics teachers and administrators
Miller, Susan C
Since the passage of the 1993 Education Reform Act, the Massachusetts Comprehensive Assessment System (MCAS) has been part of the education landscape in Massachusetts. The MCAS is a battery of tests that are administered to students each year to determine their graduation eligibility. At the secondary level, the high-stakes nature of the MCAS calls for students to demonstrate a mastery of English/Language Arts and mathematics in order to graduate and receive a high school diploma. Statewide, students, teachers, and administrators have made significant progress in meeting the demands of the standards-based Massachusetts curriculum. One of the student populations that have had the most difficulty with high-stakes mathematics testing, and that suffer the most negative consequences of these tests, are special education students (Donley, 2000). In 1998, eighty-eight percent (88%) of the students with disabilities failed the math MCAS. In 2004, the number dropped to forty-one percent (41%). The purpose of this qualitative study was to determine from the perspective of teachers and principals what instructional practices and strategies have been used in assisting students with disabilities to obtain such gains for that population on 10th grade math MCAS. The results of this study determined components of a best practice model for mathematics teachers. The study utilized a multiple-case research design in which 22 teachers and 5 administrators in 2 medium sized suburban, 1 large suburban and 1 urban Massachusetts school district were interviewed. The interviews identified perceptions of key stakeholders regarding the instructional practices and strategies as defined by the National Council Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. Personal interviews were conducted with guided questions to obtain information from each teacher and administrator regarding their perception of their participation in effective mathematics instructional strategies and practices. Interviewee responses were analyzed to identify the similarities and differences between teachers and administrators perceptions. Information from the study offers insight regarding educational achievement for students with disabilities.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234951
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Mathematics education|Special education
oai:scholarsarchive.jwu.edu:dissertations-1094
2020-04-25T17:54:55Z
publication:dissertations
Employers' roles in an innovative adult education program in the northeast: Perspectives from four stakeholder groups
Scheller, Cynthia Hopkins
In the United States, workforce development and adult education initiatives have changed dramatically over the past few decades (Comings Reder, & Sum, 2001; Stein, 2000; United States Department of Education, 2003). One frequently identified weak point policymakers have addressed is the need to include employers as stakeholders in these initiatives (Jobs for the Future, 2001; U.S. Department of Education, 2003). Although compelling reasons exist for collaboration, a paradigm shift must occur for this to become reality and develop into common practice (Committee on Education and the Workforce, 2003). A national non-profit educational reform organization proposed to meet this challenge by creating an innovative adult education pilot program in which collaboration between educators and employers was essential. This study examined four stakeholders' views concerning the employers' proposed responsibilities using the following research questions: How is the employers' new role perceived by the adult education program's policy stakeholders: the national non-profit educational reform organization's administrators, State level policy makers, the employers, and the collective bargaining unit representative? What motivations and assumptions support this commitment on behalf of employers? How do the four stakeholder groups view the scope and substance of this commitment? What expectations do the four stakeholder groups have regarding the nature of this collaboration? What expectations do the four stakeholder groups have regarding the outcomes of this collaboration? In what respects are the expectations of the stakeholders aligned? Employing a layered case study approach, the researcher treated each consistent group, the national non-profit educational reform organization's administrators (n = 3), State level policy makers ( n = 3), the employers (n = 3), and the collective bargaining unit representative (n = 1), as separate units of analysis and compared them by performing a cross-case pattern analysis (Patton, 2002). The researcher conducted document analysis and individual interviews. The interview transcripts underwent content analysis in which the researcher discovered emerging patterns, themes, and categories (Patton, 2002). The cross-case analysis of the data revealed that employers should facilitate a learning environment at the workplace, aid in the career advancement of their workers, and partner with other agencies to provide educational services to employees.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234952
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Adult education|Continuing education|Curricula|Teaching
oai:scholarsarchive.jwu.edu:dissertations-1095
2020-04-25T17:54:59Z
publication:dissertations
Students Against Destructive Decisions (SADD) transition from high school to college: Northeast college freshmen and their experiences with alcohol
Larson, Robert J
Over the past 60 years, studies have been conducted on the use of alcohol by college students and its impact on their college experience (Straus and Bacon, 1953; Wechsler, Lee, Nelson, & Kuo, 2002). These studies show alcohol impacts many areas of the college experience including academic and social. Binge drinking and secondhand effects from alcohol have become major concerns (Wechsler, et al., 2002). Consequently, prevention programs are gaining in importance on campus, and administrators are looking for any assistance selecting prevention programs they can find to be successful (Schulenberg, & Maggs, 2002). One such program, which has shown success albeit at the secondary level, is Students Against Destructive Decisions (SADD). This qualitative study investigated the perceptions of a select number of freshmen that were of SADD while in high school. Specifically, the study looked at how the affiliation with SADD has influenced the behaviors surrounding alcohol use by first year college students. It assessed the perceived influence of the peer-to-peer education program SADD (Hunter, 2004). Initially, 500 freshmen students from a private four-year institution of higher education were canvassed to identify freshmen that participated in SADD in high school. Seven students identified themselves as willing to participate. The researcher interpreted the data and the resulting themes were used to assess the perceptions of the sample. Notable findings include: Five of seven sample students had not heard of the SADD No Use policy or the SADD Contract for Life. All sample students had used alcohol since high school. The study is important in that it will address the behaviors and attitudes use regarding alcohol among first year college students who affiliated with Students Against Destructive Decision in high school. This study provides administrators, parents, and educators insight regarding the value of peer-to-peer prevention programs such as SADD, from the perspective of the participants themselves when addressing alcohol issues on college campuses. This could prove to be useful for leaders creating or evaluating prevention programs.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234953
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Health education
oai:scholarsarchive.jwu.edu:dissertations-1096
2020-04-25T17:55:03Z
publication:dissertations
Job -embedded professional development: A study of perceptions and behavioral changes of participants in a New England high school
Andrade, Mario J
Every modern proposal to reform, restructure, or transform schools emphasizes professional development as a primary vehicle in efforts to bring about needed change (Guskey, 1995). Professional development is the vehicle through which teachers acquire new skills and the capacity to implement new practices that will lead to school improvement and increase student achievement. Furthermore, Galloway (2002) states job-embedded professional development can achieve these goals by integrating the activities into the workday. The High School that is the focus of the study is located in Southern New England. The New England Accreditation of School and Colleges (NEASC) has twice placed this High School on probation during the past 15 years. In a letter dated October, 2003, a High School sub-committee recommended that time be created during the school day for teachers to engage in professional development activities such as common planning, sharing best practice, reviewing and revising curriculum, and sharing and discussing student work. In 2004, through their Comprehensive School Reform Grant, this High School established a job-embedded Teach Professional Development Center that provided time during the school day for teachers to collaborate. A major problem with professional development programs is that teacher participants often indicate these programs are inadequate in serving their needs, and there is little effect on student achievement (Guskey, 1997, Little, 1994, Sparks, 2002). This in depth multiple case study researched the instances of job-embedded professional development in its natural context and from the perspective of the participants involved in the phenomenon. The case study examined the following research questions: (1) which professional development activities contribute to the teachers' perception of effective professional development? (1a) how do teachers who participated in the job-embedded professional development define "effective professional development"? (2) what are the effects, as attributed by teachers in the job-embedded professional development program on: (2a) knowledge, skills, and instructional practice? (2b) attitudes and beliefs about new initiatives and reforms? Data was collected through one-on-one interviews, participant-observation, and documentation. The researcher gathered evidence from a total sample size of N=20 participants from the four cohorts. The recommendations from the findings of this research serve as a guide for future implementation of job-embedded professional development.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234954
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Teacher education|Secondary education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1097
2020-10-20T05:37:58Z
publication:dissertations
An examination of the use of federal vocational funds for vocational special needs students in the Commonwealth of Massachusetts
Lemont, Merideth K
Forty years ago, Congress began to lend the resources of the Federal Government for educating disabled students. Since then special populations has become one of the symbols in our nation of compassion, inclusion and educational opportunities. The primary purpose of this descriptive study is to identify the use of these federal funds for special population programs within regional vocational high schools in the Commonwealth of Massachusetts (N=26), analyze the similarities in which school officials have responded to the new Federal funding provisions, and discuss how existing Federal funded special population programs compare to the 20 components originally developed by Phelps and Wermuth (1992) in their Exemplary Vocational Special Population Programs in the Commonwealth of Massachusetts. In addition to the Phelps and Wermuth study, this study reviews the national and state data from school finance literature provided by some of the nation's foremost scholars in school finance such as Odden & Busch (1998), Brimley & Garfield (2002), Jacobs & Grubb (2002), and Stasz & Bodilly (2004), as well as the financial data provided by the Massachusetts Department of Education (2005), to help isolate component costs of quality vocational education for all students. This study identified several educational emerging issues when investigating finance, quality vocational programs, and budgets from the perspectives of the educational leaders within the Commonwealth of Massachusetts. Educational issues included the lack of financing of resources necessary to close the inequities in public vocational secondary education, since academic success still eludes thousands of special education students. This study is intended to offer state policymakers data that will help them to formulate more informed decisions about the vocational educational funding in the Commonwealth of Massachusetts. The investigative findings of the stratified sampling from 26 regional vocational high schools in the Commonwealth of Massachusetts (N=26) used for this study, communicates the rationale for the different funding strategies and the level of support from the perspective of three different target groups (academic teachers, vocational instructors, and school administrators) that are affected by federal regulations and the funds purported to assist special population students enrolled in vocational secondary schools throughout the Commonwealth of Massachusetts. It was concluded, based on the findings in this research and current educational literature that many of the inequity and adequacy educational issues have not changed dramatically over the past few years. The debate continues over the distribution of Federal funds for special education programs. The new Federal funding provisions for special populations are at times confusing, contradictory to state regulations, and have placed additional stress on the now limited budgets of the existing regional vocational secondary schools within the Commonwealth of Massachusetts.
2005-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234955
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
School finance|Vocational education|Special education|Secondary education
oai:scholarsarchive.jwu.edu:dissertations-1098
2020-04-25T17:54:47Z
publication:dissertations
Qualities of effective high school teachers in grades 9–12: Perceptions of high school teachers and administrators from the state of Rhode Island
McGee, Patrick J
Raisin teacher quality has become education reform's top priority (Breaking Ranks II: Strategies for Leading High School Reform, 2004). The No Child Left Behind (NCLB) Act requires that states employ only "highly qualified" teachers by the end of the 2005-2006 school year, and research has demonstrated teacher quality is the most important educational factor predicting student achievement (Goldhaber & Anthony, 2003). Sanders and Rivers (1996) indicate that positive and negative impact of a teacher on a student's academic performance is cumulative. Therefore, students with less exposure to qualified teachers seem less likely of achieving academic success than those with more. Given the recurrence of disappointing results on student learning assessments at the national and international levels, too many of America's students do not appear to be receiving enough exposure to qualified teachers (Suh & Fore, 2002). Despite general agreement about the importance of high quality teachers, researchers, practitioners, policy makers, and the public have been unable to reach consensus on exactly what behaviors, and characteristics constitute a good teacher (Rice, 2003). The purpose of this research was to confirm with high school teachers' and administrators' the perceptions of those behaviors and characteristics that constitute effective teaching at the high school level as determined by a DACUM (Developing A Curriculum) panel. The study employed a mixed methods approach that included both a DACUM Research Chart and a questionnaire instrument. The results indicate that there is general agreement between what the DACUM panel and high school teachers and administrators felt were the behaviors and characteristics of effective high school teachers. This research will assist policy makers and educators in improving teacher preparation and induction programs, selecting and hiring of new teachers, providing effective professional development, and improving teacher evaluation instruments.
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234956
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Secondary education|School administration
oai:scholarsarchive.jwu.edu:dissertations-1099
2020-04-25T17:55:06Z
publication:dissertations
Professional development for continuing education adjunct professors: A Massachusetts perspective
Hurley, William B
A major trend in higher education is the increased use of adjunct faculty to lower instructional costs and to enhance flexibility to adapt to changing academic needs. In the fall of 2004 more than half of all postsecondary instructional faculties were part-timers. However, adjunct faculty frequently have little or no formal training in teaching and most colleges limit the accessibility for professional development of adjunct faculty. This descriptive, survey research study (N = 91) used a multistage sampling approach to examine the perceptions of Massachusetts adjunct faculty (n = 60) and continuing education administration (n = 31) to ascertain the value of different types of professional development to improve adjunct faculty teaching. Data was collected using the same survey instrument with both adjunct faculty and continuing education administrators. Primary results indicate that "adjunct faculty professional development as a tool for improving the quality of adjunct faculty teaching" was perceived as "highly valuable" or "valuable" by both adjunct faculty (80.0%) and continuing education administrators (90.3%). Among adjunct faculty professional development opportunities, either "currently provided" or "preferred", most frequently indicated by respondents were adjunct faculty handbooks, in-service workshops, and pre-service orientation. Of nine identified adjunct faculty professional development opportunities listed among "current opportunities" and "preferred opportunities", a cross-tabulation generated significant chi-square values (p < .005) for five of the items. Of 14 professional development topics, nine were identified as "highly valuable" or "somewhat valuable" by adjunct faculty. Using the results of this study, a suggested model of adjunct faculty professional development was developed using the Adult Learning Model for Faculty Development proposed by Lawler and King (2000).
2006-01-01T08:00:00Z
text
https://scholarsarchive.jwu.edu/dissertations/AAI3234958
Dissertation & Theses Collection
ENG
ScholarsArchive@JWU
Higher education|Teacher education
208734/oai_dc/100//