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Der Tagungsband stellt das Werk Hans Tietgens' in den Mittelpunkt. Die Beiträge des Bandes dokumentieren weniger ein Tagungsgeschehen als vielmehr zeitgenössische Interpretationen und Anschlüsse an theoretischen Reflexionen Hans Tietgens', die auch heute noch eine große Relevanz besitzen. Auf diese Weise eröffnen die vorliegenden Beiträge einen aktuellen Zugang zu den Arbeiten des Erwachsenenbildners.

The purpose of the present study was to investigate the effects of a multicultural diversity workshop in helping preservice teachers to develop a multicultural perspective and to determine whether any significant differences existed for the preservice teachers in terms of their gender, age, geographic background, and preferred teaching level. Participants were 216 preservice teachers enrolled in an educational psychology course at Western Kentucky University in Bowling Green, Kentucky. A repeated-measures design was used to determine if significant changes had occurred as a result of the preservice teachers' attendance of a multicultural diversity workshop. The method of assessment involved four composite scales developed from a pre- and post-survey about diversity issues. The results of the present study indicated that, after attending the workshop, preservice teachers demonstrated positive changes in their awareness of discrimination, interaction with diverse groups, and comfort level with diverse others. Some significant differences for the preservice teacher demographics of age, geographic background, and preferred teaching level were also discovered. Implications for further research are discussed.

The research problem grounding this study was that due to the increased accountability from state and national school reform efforts, the principal and teacher cannot steadily increase student outcomes in their isolated roles. A two-way flow of influence should exist between the principal and teacher to increase instructional capacity. The purpose of this study was to investigate the flow of influence in three highpoverty, high-achieving elementary schools to see in what ways social influence was exchanged between principals and teachers and how might this exchange increase instructional capacity. The two central research questions were: 1. In what ways do principals and teachers in high-poverty, high-achieving schools exchange social influence? 2. How might this exchange increase instructional capacity building? Schools with high-achievement and high-poverty were targeted for this study because they had overcome barriers (high poverty) and exceeded or met accountability goals for the last two biennia. Other criteria included principal tenure of three or more years and the willingness of the teachers, principal, and superintendents to be participants in the study. Case studies were conducted in three schools that met the site selection criteria. The interpretive case study design afforded the researcher opportunities to closely examine the underlying sociological factors that might be related to increased student outcomes. A two-way flow of influence was found in all three schools. A cross case analysis resulted in these findings: (a) a prerequisite existed for the flow of influence to be operationalized, (b) a teacher-initiated exchange was present in all schools, and (c) needed components of the exchange were possessed by both the principal and teachers. This dissertation included five chapters. Chapter One introduced the study and defined terms. Chapter Two traced the history of reform and noted the increased accountability required of the principal and teachers. Early theorists who examined a flow of influence and norm of reciprocity were also discussed in Chapter Two along with results from research studies that targeted the flow of influence between teachers and the principal. Chapter Three reported the methodology and research questions. The findings were discussed in Chapter Four and Chapter Five provided answers to the two research questions.

This study considered high-quality preschool programs, what has happened in Kentucky preschool programs and the long-term effects children receive from attending a preschool program. Research indicated that there are significant long-term attendant benefits: better school achievement, better school attainment, and better adult success. This research used the 2004 senior class of Logan County Schools in Russellville, Kentucky and examined the rate of special education placement, retention, suspension and dropout for students who attended a preschool program versus students who did not attend a preschool program. Results of this research showed, there is no difference in special education percentages between students who attended preschool and students who did not attend preschool; and there is no difference in retention rates between students who attended preschool and students who did not attend preschool; there is a difference in suspension rates between students who attended preschool and students who did not attend preschool; there is no difference in dropout rates between students who attended preschool and students who did not attend preschool.

Many attempts at education reform have been implemented. Of all the numerous and well intended reform efforts, the most controversial may be the discussion and debate concerning the school calendar. Year-round Education (YRE), which uses a balanced or modified school calendar versus the traditional school calendar, has become an issue being fiercely debated in all 50 states. An alternative to the traditional calendar, YRE has become a more accepted solution to some of the problems recognized in the educational system. This research study was designed to investigate the impact of YRE on student achievement in a modified school and traditional school. This was accomplished using a comparison of high school graduation test scores, before and after YRE. Effects on student achievement with YRE are the main area of concern of administrators and educators. Past and recent studies were included in the review that addressed this issue. In an attempt to examine which school calendar is most effective on student achievement, two Georgia high schools with similar demographics were chosen for comparison. High school A, which has been on a modified calendar for eight years, and high school B, which has completed the first year on a modified calendar were chosen for the study because of their similar demographics. Graduation test scores over an 11 - year period were researched and used to compare student achievement before and after implementation of a modified school calendar. The test scores provided a basis for comparison of student achievement under both calendars. Finally, a t-test was used to calculate the significance of comparing test scores between the two high schools. The results of the t-test were based on the difference between the mean of each group measured against the difference expected by chance. Findings supporting the success of modified calendars on student achievement were contradictory. Like the available literature, a definite conclusion to the success of year-round school with a modified calendar is hard to reach This study could only indicate an increase in achievement in the first year at school B based on the increase in students passing the graduation test The evidence is contradictory when looking at school A where the percentage of students passing the graduation test decreased once change was made to a modified calendar. The evidence cannot support which calendar is superior to improve achievement If anything, the outcome of this study supports previous studies that could not produce a definitive relationship between school calendar and student achievement.

The purpose of this study was to examine the extent to which the principal and teacher leaders at four purposefully selected schools collaboratively developed theories in practice related to the exchange between empowerment and accountability envisioned by education reform writers. The researcher posited that the tradeoff between empowerment and responsibility envisioned by policymakers would never occur without the principal and teacher leaders forming a consensus-building group and co-developing theories in practice as the basis for improving schools. Two research questions guided this investigation: (a) To what extent were principal espoused theories in practice and modeled behaviors congruent and (b) To what extent did the principal and teacher leaders co-develop theories in practice related to the trade-off between empowerment and accountability. The researcher used a qualitative, multiple case study design to examine theories in practice at four purposefully selected schools. Data were collected by interview, observation, document mining, and norm checklist. The researcher conducted semistructured interviews with six teacher leaders and the principal at each site. A focus group comprising four teachers assisted the researcher in clarifying the wording on the norm checklist at each school. The researcher coded and categorized until a saturation point was reached. Findings indicated that the principal influenced, to a great extent, the codeveloped theories in practice of teacher leaders and the principals. Many commonalities surfaced in this study among and between principal theories in practice and among and between principal and teacher leader co-developed theories in practice. The four most common themes comprising the collective theories in practice were: (a) building relationships, (b) focusing on students as a priority, (c) making collective decisions, and (d) accepting responsibility for school-wide outcomes.

The high demand for health care workers, excellent pay/benefits, and job security has created a public interest in health care professions that has educational institutions overwhelmed by applicants seeking entrance to training programs. Many of these applicants have given little thought to what they must possess academically and attitudinally to successfully complete such training. Efforts to identify academic and attitudinal attributes predictive of academic success have long been a goal of educators. Therefore, the purposes of this study were to, first, determine if either the Tests of Adult Basic Education (TABE) or the Health Occupations Basic Entrance Test (HOBET) is a better predictor of academic success in health occupations training programs and, second, what factors as measured by the tests are significant in predicting student success. Criterion variables used were the Kentucky Vocational Achievement Test (KVAT) and exit grade point average (XGPA). While the study did not, with correlational significance, support either of the tests to be overall predictors of academic success, several factors as measured by individual subtests within each showed a significant relationship to the criterion variables. Both tests showed reading subtests to have a relationship to the criterion variable, but only one subtest showed a relationship to both. This was the HOBET Social Stress Level profile percentage which had a correlational significance with the criterion variables (KVAT) and (XGPA) of -.285 and -.450, respectively at the p<.05 and p<.01 levels of significance.

The current study examined the efficacy of the Training Opportunities Program for Undiscovered Potential (TOP UP) at Western Kentucky University. TOP UP at WKU consists of a yearlong program addressing the academic, social, and career orientation needs of "at risk" high school students from the ten county Barren River Area Development District (BRADD). The primary focus of the program revolves around an eight-week, residential work-study phase held on campus and targets sixty "at risk" high school students enrolled in the ninth, tenth, or eleventh grades. The current study included students enrolled in the program during the academic years 1990-91, 1991-92, and 1992-93. Data for use in the current study were obtained from existing records relevant to participants in the TOP UP program. Individual records were examined by the researcher; data was recorded concerning each participant's age, race, gender, number of years in the TOP UP program, high school attended, and current graduation status. Descriptive statistics and Pearson Product-Moment Correlation Coefficients were computed for and between each of the variables considered within the context of the study. A Two Way Analysis of Variance was utilized to determine if the participants differed significantly with respect to their graduation status when grouped according to the different variables examined during the study. Participants in the TOP UP program at WKU exhibited a high school dropout rate that is qualitatively lower than students who did not participate in the program. Pearson Correlations revealed that the only variable significantly related to graduation status was age. Similarly, Analysis of Variance revealed a significant difference between participants only when they were grouped according to age. Specifically, participants who began the program at an earlier age tended to have a significantly higher probability of graduating than did their counterparts who entered the program at a more advanced age. Based upon the findings of the study, it was recommended that the TOP UP program be continued with an increased emphasis on involving participants at an earlier age.

This exploratory study sought to investigate the relationships among comprehensive school reform, years of implementation, and student achievement in Kentucky's elementary schools. This study sought to answer the following questions: (1) Does a difference exist in reading achievement scores of third grade students after one year, two years, three years, and continuation of America's Choice implementation when compared to scores prior to implementation? (2) Is there evidence that indicate the program is sustained after completion of the three years of implementation? and (3) Is there a trend in reading achievement scores of third grade students after a four-year period of America's Choice continuation? The No Child Left Behind Act of 2001, mandates by the year 2014 all students must perform in the proficient range in all subject areas, as measured by Adequate Yearly Progress (AYP). Though Kentucky has worked meticulously to meet student needs through improved curriculum and educational standards, it is still not meeting the needs of all students. Kentucky's public schools, as a whole, did not meet AYP for the school year 2004. The Kentucky School Report Card (2004) indicates Kentucky was deficient in three of the 25 areas of AYP: African-American education, English language learners, and special needs instruction. Student achievement was assessed using the Comprehensive Test of Basic Skills (CTBS/5). The year prior to implementation scores for each of the nine schools provided a baseline for implementation year comparisons. Data collected were analyzed using the Statistical Analysis System (SAS) software. Results of this study were inconclusive. The statistical analyses performed on the schools in this study indicated gains in achievement for some America's Choice schools and declines in achievement by others. Research provided some insight into schools' considering this comprehensive reform model as a tool for improving student achievement.