Daily Physical Activity (DPA) is one component of Ontario’s Healthy Schools strategy. This case study of two schools in geographically and culturally diverse contexts explores DPA implementation according to the focus areas of the Ministry of Education. The conceptual framework of Clune (1990) was employed to explore implementation according to three perspectives, revealing disconnects between the policy mandate and educational contexts, as well as potential improvements to the current policy. It was found that time constraints are the most prominent barrier to DPA implementation, and that the primary focus of DPA for educators is often provision, but not quality, of daily physical activities. It was also found that teachers’ perceptions of policy importance are a stronger predictor of implementation than a supportive school administration, given there is no conflict with other school policies. Recommendations for policy revisions are provided based on the findings.

Daily Physical Activity (DPA) is one component of Ontario’s Healthy Schools strategy. This case study of two schools in geographically and culturally diverse contexts explores DPA implementation according to the focus areas of the Ministry of Education. The conceptual framework of Clune (1990) was employed to explore implementation according to three perspectives, revealing disconnects between the policy mandate and educational contexts, as well as potential improvements to the current policy. It was found that time constraints are the most prominent barrier to DPA implementation, and that the primary focus of DPA for educators is often provision, but not quality, of daily physical activities. It was also found that teachers’ perceptions of policy importance are a stronger predictor of implementation than a supportive school administration, given there is no conflict with other school policies. Recommendations for policy revisions are provided based on the findings.

Historically there has been tension between local parent and community control and professional and centralized control in public school decision making. Provincial regulations in Ontario and in many other jurisdictions require the establishment of site-based school councils to bring together educational professionals with parents and community representatives. Ontario regulations confirm the advisory role of school councils in their mandate to improve student achievement and ensure school accountability to parents. This qualitative study examined the patterns of interaction between parents and school staff in three school councils. Semi-structured interviews were conducted with principals, vice principals, teachers, non-teaching staff and parents. Information was also obtained from participant interviews, school council minutes policy documentation and my attendance at each site-based school council meeting. The study revealed that although tensions continue to exist between home and school, the individual school context, leadership style of the principal and the relationship between the council chair and principal influence the vitality of the council. Factors that contribute to the vitality of a school council include communication strategies, characteristics of the membership, interactions at council meetings, a shared sense of purpose and practices that reflect a variety of forms of site based management. This research reveals an understanding of the relationships, strategies and processes that are important to school councils to move members towards democratic collaboration and participation. Implications for policy, school based practices and further research are described.

Abstract This qualitative study is designed to examine how the 8 university students (from 8 different secondary schools) define their high school experiences. The study focuses on how the 8 study participants’ unique identities shape their experiences of secondary schooling. The three paradigms, students’ heterogeneity, multiple worlds, and identity conceptually framed the study. Through the focus group interactions and two sets of individual interviews, each student’s unique identity and agency were revealed; both individual-social-collective entities that were developed in relations to others. The other sources of data were school websites, relevant media reports on schools and their communities, and policy documents on academic and international baccalaureate programs; finally, field notes were also taken. In so doing, the research critically explores participants’ voices on heterogeneity, multiple worlds of family, neighbourhood, peers,cultural and multicultural identities. Finally, the 8 young people also reflect on their 8 schools, their academic programs, overall educational experience, and particularly, how young people articulate their belonging in high schools. Findings of the study suggest that participants’ identities of who they were often echoed their class, race, and ethnicity, and in turn, affected their academic engagement and identity. Despite the public invitation of all schools on their websites for students to participate in the school communities, the participants painted an altogether different picture; not all adolescents had equal access to schooling. The study makes recommendations for policy-makers, schools, and their districts which address the issues of inequity raised in this study. Specifically, schools need to be aware of the cultural,socioeconomic, and ethnic issues and the challenges that are in the way of minority adolescents’ progress so that secondary schools can extend their support to low income and immigrant students.

Historically there has been tension between local parent and community control and professional and centralized control in public school decision making. Provincial regulations in Ontario and in many other jurisdictions require the establishment of site-based school councils to bring together educational professionals with parents and community representatives. Ontario regulations confirm the advisory role of school councils in their mandate to improve student achievement and ensure school accountability to parents. This qualitative study examined the patterns of interaction between parents and school staff in three school councils. Semi-structured interviews were conducted with principals, vice principals, teachers, non-teaching staff and parents. Information was also obtained from participant interviews, school council minutes policy documentation and my attendance at each site-based school council meeting. The study revealed that although tensions continue to exist between home and school, the individual school context, leadership style of the principal and the relationship between the council chair and principal influence the vitality of the council. Factors that contribute to the vitality of a school council include communication strategies, characteristics of the membership, interactions at council meetings, a shared sense of purpose and practices that reflect a variety of forms of site based management. This research reveals an understanding of the relationships, strategies and processes that are important to school councils to move members towards democratic collaboration and participation. Implications for policy, school based practices and further research are described.

Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / The Study of Principals’ Perceptions of Competence in Common Administrative Roles is quantitative. All Kansas principals were surveyed using the Principal’s Perception of Competence Survey, an instrument developed by the researcher, to gather the quantitative data. The issues surrounding the principalship are varied and complex. Many researchers would contend that building principals and the leadership they provide have more impact on school effectiveness than any other person or program. Whether they are beginning or experienced administrators, research suggests that principals must feel confident in their abilities if they are to be effective and make a strong impact on effective school functioning. The current and future shortage of quality principals is well documented. The present study was designed to identify common administrative roles and responsibilities in which beginning and experienced principals lack competence. In particular, the study identifies and addresses areas in which additional preparation and training of principals should be dedicated, which will assist preparatory programs and school districts. The results of this study will assist professors in university-based leader preparation programs, school district superintendents, and other school district personnel in developing university and site-based programs of preparation and support designed to retain quality school leaders. The findings of the study are organized around three research questions throughout Chapters IV and V. Discussions of the findings, as well as recommendations for future studies are also organized around the research questions.

Doctor of Education / Department of Educational Leadership / Teresa N. Miller / The purpose of this study was to research, develop, and validate a handbook of effective strategies that an instructional leader can implement and that are more likely to bring about and sustain a successful change process. Implementation Strategies for Effective Change: A Handbook for Instructional Leaders was developed using the research and development methodology as recommended by Gall, Borg, and Gall (1989, 1996) and Dick and Carey (1985) through a seven-step development cycle. The review of literature and proof of concept questionnaire provided information for developing the outline and initial prototype. Experts in the field served as preliminary field evaluators using a Likert scale and open-ended questions to provide feedback. Revisions were made based on their feedback. The main field test was conducted with potential users of the guide. Final revisions were based on main field test evaluators’ feedback. The conclusions of the study were: (1) the role of the principal has changed from that of a manager to an instructional leader who possesses a broad base of pedagogical and content knowledge and who understands how to lead a staff through a complicated change process; (2) a handbook that provides guidance and support for principals leading a change process focused on the improvement of instruction to raise student achievement would be a useful resource; (3) development of a comprehensive handbook or guide that blends theory, research, and practice for instructional leaders would be a beneficial resource; (4) the study produced a comprehensive guide to assist instructional leaders who are leading a change process focused on the improvement of instruction to raise student achievement, and (5) the strategies included in the handbook allow principals to adjust and adapt according to their schools’ unique situation and needs. The framework included in the comprehensive handbook provides strategies, tips, and suggestions for (1) developing leadership skills, (2) establishing the organizational structure within the school community, (3) building teachers’ knowledge base, and (4) fostering an understanding of the change process. Throughout the handbook, an emphasis is placed on the improvement of instruction to achieve high academic success for all students.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Doris W. Carroll / This study examined factors relates to student ratings of instruction and student levels of motivation. Data came from archival data of 386,195 classes of faculty and students who completed the Faculty Information Form (FIF), completed by the instructor, and the Student Ratings Diagnostic Form (SRDF) completed by the student from the Individual Development and Educational Assessment (IDEA) Center Student Ratings system. Descriptive statistics, correlation studies, analysis of variance (ANOVA), and pairwise comparisons were used to test the research hypotheses. Despite significant differences among student ratings of instruction and student motivation by course type, discipline, and student type, the amount of unknown variability in student ratings of instruction and student motivation is still very large. The findings from the study provide higher education institutions with information about differences between student ratings of instruction by institution type, course level, discipline, and course type as well as the impact of student motivation on student ratings of instruction.

Doctor of Philosophy / Curriculum and Instruction Programs / Lawrence C. Scharmann / This research examines the impact of the “No Child Left Behind” (NCLB) Act on elementary science education in the states of Colorado, Kansas, Missouri, Nebraska, and Oklahoma. Elementary teachers (n=928 total for all states) responded to an online survey, which included both closed-ended and open-ended questions pertaining to the time spent on science instruction and any changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became law. Follow-up questions with regard to why changes were made in science instruction were also included in the survey. The need to increase time for math and reading instruction was a belief expressed by many of the respondents with other respondents stating a member of their administration mandated changes. This research also examines results from the National Assessment of Educational Progress (NAEP) for each of these states to determine if the changes made in response to NCLB helped meet the goal of closing the achievement gap between the disaggregated subgroups of gender, race, and socioeconomic status (SES). The data from the NAEP shows only a few significant changes occurred; however, some included a significant increase in the achievement gap.

Doctor of Education / Department of Educational Leadership / David C. Thompson / The purpose of this study was to analyze opinions of selected school district stakeholders regarding potentially critical factors in school bond referendum success and failure in Kansas during the years 2004-2007. Of the 72 eligible school districts, one district was randomly selected from each of six groups formed through a stratified random sampling process utilizing district enrollment (small, medium, large) and bond election result (successful, unsuccessful). Four purposefully selected respondents from each district participated in a mixed methods strategy of inquiry that included completing a 32-item written survey and participating in a personal interview. The survey served as the standardized data collection instrument. Survey data were used to augment and expand upon understanding of the bond referendum process gained from the personal interviews by examining respondents‟ perceptions of how important campaign strategies were, or would have been, in influencing election results. Frequency distributions were constructed in an attempt to identify relationships between variables identified as important to bond election success. Cross-tabulations and Pearson's chi-square were the statistical treatments chosen to further analyze the survey data. During the interviews, participants were asked a set of standard questions as well as questions unique to their role in the election process. The questions were designed to elicit in-depth responses about factors critical to the bond's success or failure and to gather useful advice for other districts preparing for a bond election. Interviews were used to discover new data, further develop existing data, and assist in organizing all data sources to construct a "story" describing bond election experiences in Kansas. The study findings indicate that unsuccessful districts utilize more campaign strategies and perceive them to be more important than successful districts, but that successful districts are more in tune with patrons. As each district is unique, it was found that strategies that were successful in one district might not be in another. Three factors found to be critical included: having unanimous school board support for the bond referendum, developing an on-going public relations strategy with patrons, and communicating the elements of a bond referendum to all patrons in simple, clear, and honest language.