<p> This case study focuses on the way a neighborhood association connects schools to broad change in an urban neighborhood of a large Midwestern city. The first section provides a review of the literature on community involvement in school and neighborhood reform. It reviews the historical origins of the current school-community relationship, the reasons behind the movement to increase community involvement, the diversity of understandings about the nature of community participation, the processes used to improve the capacity of both the school and the community to act as effective partners, and the different programs organizations use to participate in the school improvement process. The second section is a qualitative case study on the programs and processes the neighborhood association uses to revitalize one of the poorest neighborhoods in the city. Believing strongly in the need to think holistically about neighborhood improvement, the neighborhood association engages a diversity of stakeholders in creating a comprehensive plan to address social and physical conditions. The plan encompasses the areas of academic achievement, housing, healthy eating, commercial development, crime, health and wellness, jobs, and family and youth. Local schools are active participants in creating the holistic plan for broad revitalization. The neighborhood association considers schools an on-going partner in carrying out initiatives tied to academic achievement. Building a higher level school-community relationship challenges historical traditions of school resistance to meaningful involvement with community groups working to improve schools. The study focuses on the way the neighborhood association works to connect two public schools to the academic achievement piece of the comprehensive neighborhood revitalization plan. This study finds high levels of school participation in the process of plan creation, but patterns of school behavior and current demands on time continue to be obstacles to on-going participation in neighborhood association-led change. The study also finds that neighborhood association-led initiatives in areas outside the four walls of the school have improved surrounding conditions, but these improvements have not yet significantly impacted the performance of neighborhood public schools.</p>

<p> Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana. </p><p> This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban. </p><p> The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined. </p><p> The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated. </p><p> The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.</p>

<p> Throughout the nation, teacher unions are under fire. Their popularity in recent polls shows Americans see teacher unions as a negative influence on public schools; however, the polls also indicate Millennials express favorable opinions of and support for unions.</p><p> The primary objective of this quantitative study was to examine Millennial teachers' perceptions of the California Teachers Association (CTA) and their local unions. Using surveys, interviews, and document analysis from union leaders representing multiple school districts in Orange County, California, this study explored views of their profession, education reform, union leadership, and the role of the union in representing Millennial teachers. Once data was collected, themes were illuminated to identify common perceptions among the participants to determine the future of teacher unions in California.</p><p> Findings from the study suggest that Millennials' views on wages, benefits, and working conditions are not contradictory to those held by veteran colleagues. However, Millennials recommend a more inviting approach to generate more Millennial involvement in teacher unions. Finally, Millennials suggest the status quo change to be more open to reform and flexibility in teacher evaluations, tenure, and the traditional workday. This study provided data that suggests that Millennials' perceptions of the function of the union are that it should continue to play its historical and traditional roles of negotiating contracts and protecting working conditions, but as union membership changes the perceptions of union members have moved into the 21st century.</p>

<p> Public education in the United States has seen many changes over the years. Some of those changes came in response to what are now recognized as clear problems with religious liberty in the common education system adopted in the mid 1800's. This dissertation reviews past and current ideas related to religious liberty and the larger issue of liberty of conscience (Nussbaum, 2008) in education and pursues a research question by considering past and current issues. Does a system of general, mass education necessarily infringe upon students' liberty of conscience? This question is pursued following a Deweyan framework of philosophy of education wherein a "felt difficulty" is identified, information is gathered to apply to the difficulty, and possible solutions to problems identified (Dewey, 1938).</p><p> I begin with a discussion of liberty of conscience and a discussion of some of the conflicts included in a system of mass education. This establishes the structure of the difficulty, or problem. The history of the public education system in the United States is reviewed with a focus on the common education system adapted in the 1830's along with relevant issues related to religious intolerance. Improvements in the respect for religious diversity applied to that system over time and improvements proposed but not yet fully implemented are discussed. Ideas from religious intolerance literature is introduced to add insight and expose the larger issue of liberty of conscience including how those ideas can be applied to educational systems. The process of religious intolerance (Corrigan &amp; Neal, 2010) is developed into an architecture of religious intolerance that can assist with identifying this type of intolerance in educational settings.</p><p> I argue that while many of the strongest issues of religious intolerance in public education have been resolved, many problems still remain. I will also argue that the intolerance is not limited to religious intolerance but includes intolerance for ideas stemming from many different epistemic foundations. This will lead to a consideration of an idea I have labeled as epistemic intolerance. These arguments support an answer to the research question, which is that a system of general, mass education does necessarily infringe on students' liberty of conscience if one or more cultural majorities centrally control that system of education.</p>

<p> The current obesity rates of our nation's youth continue to escalate at an alarming rate due to inactivity, poor nutrition, and lifestyle changes. The purpose of this research study was conducted to determine the effects of Missouri Senate Bill 291 on Missouri physical fitness scores as assessed by the <i>Missouri Physical Fitness Assessment.</i> </p><p> The state of Missouri adopted new physical activity requirements starting in the 2010-2011 school year. This study evaluated the impact of Missouri Senate Bill 291 on fifth and ninth grade physical fitness assessments. Eleven years of statewide data, were examined to determine the impact of the physical activity mandate. Quantitative data analysis revealed a significant improvement for all four fitness assessments for grades 5 and 9 since the passage of Missouri Senate Bill 291. Grade 9 indicated a statistical significant change in the flexibility assessment. Results suggested that Missouri Senate Bill 291 has had a positive impact on statewide physical fitness assessments. Despite this positive improvement, overall fitness of Missouri fifth and ninth graders is still a major concern due to approximately three out of ten students failing the <i>Missouri Physical Fitness Assessment.</i> </p><p> This study provided for the value of fitness data collection moving forward with improving youth health and wellness. Further research and recommendations are advised in order to study trends related to youth physical fitness. In conclusion, state education departments and school districts should consider the value of collecting and examining fitness scores to develop curriculum that promotes healthy lifestyles which can improve academic success.</p>

<p> The term &ldquo;at risk&rdquo; is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles that are intended to simplify student understanding and awareness and allow for clear reporting. The purpose of this study was to demythologize the concept of &ldquo;at risk&rdquo; by creating the conditions for student voice and critical dialogue to emerge, through the use of narrative inquiry. This research hoped to provide an outlet for young people to find and use their own voices, while finding their own place within their lived histories. The research also aimed to raise awareness of the reality of the contemporary U.S. educational system: we often create policies and programs without considering the perspectives of the young people whom these services are designed to serve. Through critical narrative inquiry, six former student's engaged in unstructured interviews and a focus group. Through analysis of the data set, five themes emerged and include 1) relationships with bicultural adults who understand, 2) instrumentalizing pedagogy, 3) the impact of money-driven policy, 4) the awareness of limitations of opportunities, and 5) the overall theme of the transparency of hegemony. This research hoped to problematize the label in an effort to move toward an emancipatory understanding of how we speak about young people and make sense of the circumstances these young people must navigate through their education and their world.</p>

<p> In partial response to poverty, food insecurity, and other risk factors believed to adversely impact academic achievement, school districts have begun to implement the Breakfast in the Classroom (BIC) program. While research identifies health, nutrition, and achievement-related benefits of school meal programs, few studies focus on leaders' perceptions of the BIC program. The purpose of this study was to examine the perceptions of district and school leaders on the BIC program implemented in their schools, as well as to examine their recommendations for long-term program success. </p><p> This case study employed Bolman and Deal's framework through which structural, human resources, political, and symbolic aspects of the BIC program were examined at two elementary schools. Twelve participants were interviewed. Findings indicated that leaders perceived the BIC program to be a valuable social program with benefits that outweighed its flaws. They recommended the importance of school-site support, implementation differentiation, an improved menu, and the establishment of a food donation program or classroom food storage system to ensure BIC program success.</p>

<p> Violence among America's youth, both in schools and in their surrounding communities, has become a serious concern as a public health issue with physical, economic, social, and psychological consequences (Cooper, Faccia, Hepworth, &amp; Lutenbacher, 2003). School districts are now required to provide safe learning environments under the guidelines of the NCLB (Greenberg, 2004). The programs available to assist school districts in combating this aggressive behavior can be costly and often times ineffective for long term results. </p><p> The purpose of this qualitative mega-analysis is threefold. The first purpose is to identify the intervention methods used most often as prevention and/or repair strategies for aggressive behavior among school-age students by analyzing prior quantitative research on the topic. The second purpose is to create a qualitative mega-analysis of behavior intervention strategies that is easier to understand for teachers and school districts while adding to current research in the field. The third and final purpose is to help schools minimize costs and give them the tools needed to identify their greatest school and/or district need, detect common situations, and solve their own problems.</p>

<p> Private liberal arts colleges are uniquely American institutions whose very existence is due to the philanthropic generosity of individuals and organizations (Thelin, 2004). They receive little direct government support and rely on tuition revenues, endowment earnings, and philanthropy to balance their budgets, making them susceptible to shifts in the economy (Balderston, 1995). How these institutions plan for the future and how philanthropy factors into these plans was an important question to examine (Connell, 2006). This study addressed deficiencies in the literature by providing an in-depth view of how the constituencies of a singular four-year, private liberal arts college believed that philanthropy affected a strategic planning process and how administrative decision-making models were used during this process. </p><p> The following research questions were addressed: a.) How did philanthropy affect planning for capital projects within a strategic plan? b.) How did philanthropy affect the focus of current and future academic offerings of an institution? c.) How did philanthropic considerations affect the organizational structure which supports the fulfillment of the strategic plan? A total of 23 key informants were interview for this study and 58 pages of materials were reviewed. Using case study methodology provided practitioners and scholars with a deeper understanding of how philanthropy and strategic planning have a mutual influence upon one another. Also, exploring how decision-making models were utilized in this process provided an important insight into the practice of shared governance and decision-making at a liberal arts college. </p><p> It was evident during the case study of Selective College that philanthropy did play a role in facility planning, and the implementation of new value-added academic and co-curricular programs. The core mission, values, and academic focus of Selective College were not altered due to the influence of philanthropy during the strategic planning exercise. In addition, new administrative positions were created to increase philanthropic revenue. There was also a focus on increasing revenue through tuition and fees leading to investments in admissions and marketing efforts. A new form of institutional decision-making emerged during this study which allowed for feedback, but resulted in institutional leadership making final decisions with a focus on increasing revenues.</p>

<p> Due to federal laws requiring standardized testing of only a select few of the core subjects, many students have been divested of fine arts instruction (Chen, 2008; Garcia, 2010; Jacobsen &amp; Rothstein, 2009; Maxwell, 2008; Suzuki, 2009). Moreover, school officials have reduced funding allocated to non-tested content areas as one means of balancing district budgets in a poor economy (Chen, 2008; Garcia, 2010). This mixed method study examined music educators' and curriculum directors' perceptions of how federal education laws have affected public school fine arts. Analysis of data from interviews of six music educators and six curriculum directors were conducted concurrently with the distribution of a Likert online survey. The interview and survey methodologies provided descriptive data of educators' perceptions regarding the consideration of fine arts as a core subject in policy and practice, the role of public school fine arts in the education of the whole child, the overall value of the fine arts in light of brain research, and the controversy surrounding the standardized assessment of the fine arts. The findings of the study revealed that even though all curriculum directors and music educators agreed the fine arts should be included in a child's holistic education, music educators possessed stronger beliefs regarding the fine arts being considered a core subject, Curriculum directors indicated their districts valued the fine arts as a public relations tool and as a means to boost achievement in other subjects, while music educators in the same district spoke of feeling devalued, indicating a disconnect in communication between administrators and staff. Finally, though many educators oppose the standardized testing of the fine arts, the assessments would provide valuable data.</p>