<p>The importance of school readiness to both the future of an individual child and society as a whole has given rise to several state-specific indexes designed to measure county-level risk for starting school unprepared to learn. One such index is the Oklahoma School Readiness Risk Index (OK SRRI), comprised of indicators known to be associated with poor school readiness. Among several indicators considered for the index, the final set was determined on the basis of multivariate statistical methods. Selected indicators related to race/ethnicity, family structure and economics, and child maltreatment. No health-related indicators were included. </p><p> A limitation of indexes is that there are no agreed-upon best methods or established theoretical framework of measurement for their construction, which makes indexes subject to specification error. Many indexes are developed using reflective measurement models, which assume indicators reflect a unidimensional latent construct. Indexes, however, follow formative measurement models in which indicators define a multidimensional construct. The use of an erroneous measurement model has considerable implications for policy and resource allocation decisions. </p><p> This study examined the sensitivity of the OK SRRI to changes to the indicator set. An alternate index was created that reduced the number of racial/ethnic indicators and included those related to health, such as low birth weight. Indicator selection was guided by a theoretical framework based on transactional/ecological and cumulative risk models of child development, as well as assumptions of formative measurement models. Nearly one-third of Oklahoma's counties experienced considerable shifts in rank from the original to the alternate index. Most increases occurred for counties with high rates on at least one health indicator, while many decreases were among counties with high rates on multiple racial/ethnic-related indicators. </p><p> This study demonstrated that changes to the indicator set can change the meaning of a construct, which underscores the significance of the indicator selection process. Given the political nature of indexes, it is imperative that those with a stake in the outcomes be included in these processes. As most indexes related to social constructs are intended to inform policy and resource decision-making, this study has important implications for the field of index construction.</p>

<p> This mixed methods study examined the responses of four administrators and three English learner (EL) teachers in a rural Indiana school corporation to the mandates of the state's accountability system. In addition, the study investigated the performance of ELs from the participating school corporation on the state's standardized test, the Indiana Statewide Testing for Educational Progress Plus (ISTEP+). The constant comparative method was used to analyze interview data, and descriptive statistics were generated to analyze four years of student test scores. Findings indicate that school corporation personnel have implemented a number of programmatic and instructional changes in response to the state's accountability system. Results from both the qualitative and quantitative analyses elucidate the level of English proficiency required for ELs to pass the ISTEP+. This study provides a starting point for reassessing Indiana's EL achievement objectives.</p>

<p> University instructors experience continual technological change that affects their classroom teaching and their relationships with students. Few studies have been conducted regarding instructor views about student off-task multitasking during class. This study used a qualitative design with a phenomenological approach to discover meaning that instructors attribute to the challenges they encounter in dealing with student information and communications device use in the university classroom. Bronfenbenner&rsquo;s (1990) ecological systems theory was used as a lens to organize and bring understanding to data collected from participant interviews, classroom observation, and syllabus inspection. The design of the study was different than any studies found to date as it triangulated instructor interviews with syllabi and observational data. Twelve participants who teach freshman-and sophomore-level core curriculum classes from a western university were included in the study. Information accumulated in this study supported some of the current research, but was in direct opposition to other research. The findings provide practical recommendations and many new opportunities for future research.</p>

Once considered managers of school buildings, principals have moved into the role of instructional leaders, charged with putting student learning first in their realm of daily responsibilities. The concept of transformational leadership helps foster the development of a school culture that includes student-centered interactions, an underlying sense of social stability, and student learning at its core. Principals lead their staffs in a multitude of ways. The extent of principal effectiveness as it relates to retaining teachers in school buildings is in need of exploration. Four issues related to principal effectiveness are addressed as supported by the literature: (a) educational leadership theory, (b) organizational culture in schools, (c) teacher mobility, and (d) effects of teacher mobility on school culture. Teacher retention at the local school builds stronger communities simply by fostering relationships that enable problem solving among colleagues, students, and parents. This dissertation looks at the role of the principal in developing a healthy school culture in order to provide descriptions of leadership practices, so their value can be assessed and debated. Data collection consisted of sixteen semi-structured interviews that constitute the source of this instrumental case study. By interviewing system leaders in two distinctly different districts and examining the perceptions of teachers in those districts, the researcher was able to understand the effects of the Georgia Vision Project and teacher retention at the local school level. Data analysis resulted in the central categories: respect, support, relationships, recognition, open door policy, and encouragement as ways in which principals can influence retention.

Effective leadership is a critical component to student learning and engaging parents of English Language Learners (ELL). The primary purpose of this instrumental multiple comparison case study was to determine the degree in which the Georgia Vision Project's recommendation, to be responsive to the cultural make-up of the communities they serve, has impacted two different high implementation school districts. The secondary focus of the research examined the influence of leadership practices on parental involvement in schools with high ELL populations. Awareness of viable cultural approaches for engaging ELL students and parents can be acquired by teachers during the pre-service or in-service training. However, this may be impossible if administrators lack cultural understanding themselves. Family members of English Language Learners often struggle to remain involved in their children’s academic activities due to their limited English proficiency and fear communicating with the staff. Consequently, administrators play a key role in creating effective professional development for teachers and welcoming school environments for ELL families. Interviews of district and school leaders, parent instructional coordinators, and parents were conducted. Supporting documents were also gathered. Dedoose was used to assist with the analysis and coding of the data collected using a general inductive approach. The data collected revealed the impact of the Vision Project implementation within each district. Also, several themes emerged from the findings 1) stable school district leadership, 2) consistent mission and vision implementation, 3) clearly outlined strategic goals and priorities, 4) frequent communication with internal and external stakeholders, 5) leadership development academies for succession planning, 6) specific organizational structure for central office and schools, 7) alignment of Vision Project educational components to the district initiatives, and 8) a commitment to restoring confidence in public education. The study contributes to the development of educational leaders in schools with diverse student populations. The findings reveal the necessity for school leaders to assess parents’ perceptions of their child’s school, given the impact parents can have on children’s attitudes about school, and the importance of supporting parental engagement. The success of students will require leaders to acknowledge the power of parents and community as important resources.

The purpose of this case study was to determine to what degree the Vision Project’s implementation impacted school climate and student achievement in high implementation districts. Specifically, this study examined what principals do that impacts or determines the climate of a school, in an effort to establish action steps for school principals to follow to create a positive school climate. The purpose was to describe and interpret the actions of principals from their own view and the perspective of those around them. This research looked at two schools in two different school districts to determine principal and teacher perceptions in regards to what a leader does to develop and maintain a positive school climate. That is, how is a positive learning environment created where teachers feel confident in their work? A general inductive approach was chosen to focus on the realities of the participants within the school districts in order to understand their perceptions of what the principal does to impact the climate in a school. An instrumental study design allowed for an in-depth look at the Vision Project’s overall impact on a school implementing the recommendations with fidelity with a specific focus on school culture, school climate, and the role of the principal.

The Hispanic population is growing rapidly nationwide, and school districts across the country are faced with the challenge of guiding these learners to high levels of success. The primary focus of this dissertation addresses the implementation in the state of Georgia of the Vision Project, which is titled A Vision for Public Education, Equity and Excellence. This project is designed to build trust and support for public education across the state, to ensure meaningful engagement within communities, and to provide rewarding educational experiences for all Georgia’s students. A secondary focus for this dissertation assesses perceptions of school leadership practices in high poverty, high “English Language Learner (ELL)” school districts. The literature review includes perceived practices that have informed (a) types of leadership teams, (b) parent involvement, (c) professional development of leaders and teachers and (d) instructional practices for high ELL schools. An instrumental case study was used to examine how specific school districts are implementing the Vision Project’s recommendations to improve public education. Moreover, there is a secondary focus on leaders in high poverty, high English Language Learner schools. The emphasis is on their perceptions of practices that have informed student learning. Two “Tier 1” districts were selected by utilizing the Vision Project Executive Director as an informant with regard to which districts were implementing the project with fidelity in the 2014-15 school year. A constructivist view to general inductive approach and thematic analysis guided the process used to identify themes in this study. From the qualitative data, four themes emerged. The themes identified within the data include: (a) the ways formal leadership teams are organized (b) professional development of teachers and leaders, (c) instructional strategies utilized to teach ELL students effectively, and (d) leaders’ perception of the impact and challenge of parental involvement in high poverty schools. Additionally, connections to areas of the GA Vision Project were noted in both School District A and School District B. This study contributes to the field of education by giving educational leaders in high poverty, high ELL schools support for planning, developing, and implementing instructional vision in their workplace and communities.

<p> In education today, Latino populations are growing, but Telles and Ortiz (2013) claim they account for the lowest academic levels and the highest levels of dropouts. Latino <i>transfronterizo</i> (literally border crossing) students and their parents in this study have high academic aspirations in spite of challenges of poverty, second language acquisition, and other difficulties which arise from U.S.-Mexico border contexts. Through dissecting the events of the 1990s and early 2000s, the progression of northern migration from Mexico and the terrorist attacks of September 11, 2001 influenced anti-immigrant sentiment along the border and enactment of laws and policies to limit circumnavigating the international line. Misidentification as illegal immigrants creates borderland perceptions that Latinos are suspects and often results in discriminatory treatment from postcolonial dominant culture. This culture is reflected and perpetuated in schools where home language surveys identify native Spanish speakers to segregate them into Structured English Immersion programs for students with Limited English Proficiency. Ethnographic research from January of 2013 to August of 2015 included over 300 observations and 14 semi-structured interviews with seven <i>transfronterizo</i> students and nine parents revealed language disconnects between school and home. Relationships between teachers and students/parents did not exist and trust was lacking. Latino parents wanted to help students with school, but English only requirements limited their assistance. Through the use of Furman&rsquo;s ethic of community and Yosso&rsquo;s community cultural wealth, educational leaders could create communal process at schools to build the capacity of teachers and parents to create relationships and shared cultural competencies. </p>

<p> The needs of homeless students are significant and varied. The McKinney-Vento Homeless Assistance Act helps ensure homeless students can access a quality education. One of the key provisions is the requirement that all LEAs identify a liaison to be in charge of meeting the needs of homeless students. The purpose of this study was to understand the perceptions of district liaisons in regard to the needs of the homeless students they serve and the factors that facilitate and hinder their ability to meet these needs. The study was designed as a qualitative study relying primarily on interviews with 20 liaisons from a representative sample of districts in the state of Ohio. </p><p> The findings indicate that homeless students face a number of needs, including access to basic necessities like food, clothing, shelter, and transportation, and to social services including mental health services and drug treatment centers. Liaisons indicated that they played a less direct role in supporting students&rsquo; academic needs, instead relying on school-based staff members to support homeless students&rsquo; academic needs. </p><p> Liaisons identified a number of factors that facilitate and hinder their ability to meet the needs of their homeless students. The availability or lack of district resources like funding and personnel were especially important. In some districts, superintendents had prioritized hiring additional social or community workers. Liaisons indicated they relied a great deal on the support of these personnel. Further, the availability (or lack) of community-based service agencies greatly impacted liaisons&rsquo; work. </p><p> Finally, liaisons faced a number of competing demands that made their roles challenging. The vast majority of liaisons held another full-time role in the district, meaning they had limited time to devote to the role of liaison. Liaisons also indicated that navigating both community perceptions of homelessness (whether identified families were &ldquo;truly&rdquo; homeless or deserving of support) and the proper role of the school in the community were added challenges. </p><p> These findings suggest that additional personnel to help meet the needs of homeless students and greater coordination between schools and social service agencies would benefit both liaisons and the homeless students they serve. </p>

<p> In the summer of 2011, the Studied School District (pseudonym) initiated teacher-training on the Focused Adaptable Structure Teaching (FAST) framework, a Direct Instruction model. RISE Educational Services provided the training and additional coaching continuously until the Spring of 2014. During this period of over 2 years, the FAST framework was the standard practice for delivering instruction in the Studied School District. </p><p> The purpose of this qualitative exploratory study was multi-faceted: (a) to gather recollections of implementation of the FAST framework from teachers who experienced it as a discontinued school reform measure, (b) to have these teachers describe their own practices and perceptions of their peers&rsquo; practices during implementation of the FAST framework in order to assess Fidelity of Implementation (FOI), (c) to have these teachers describe the framework&rsquo;s influence on their beliefs about teaching and learning, and (d) to have these teachers describe the framework&rsquo;s influence on their current instructional practices. </p><p> Data for this exploratory research study were collected via semi-structured interactive interviews. The 10 participants were generated from a pool of teachers who were employed in the Studied School District at the time of training and implementation who were able to provide recollections of the experience from a practitioner&rsquo;s perspective. The interviews consisted of four prepared interview questions combined with unplanned clarifying questions that allowed for deeper reflection and analysis from the participants. </p><p> After a review and analysis of the findings and conclusions, two recommendations were produced from the study. First, when implementing new instructional programs, school districts should provide extensive introductory training prior to assigning teachers the task of putting the program into practice. The second recommendation is for the supervisors of instruction to ensure the expectations of implementation are communicated clearly and consistently at the district level and school sites.</p>