Master of Regional and Community Planning / Landscape Architecture/Regional and Community Planning / Katherine Nesse / Rural communities continue to consolidate and close schools across the country at an alarming rate. Debates surrounding school district consolidation have been known to cause deep tension throughout many communities. It is widely held that, schools in rural areas not only provide education, but create jobs, provide entertainment, and bolster social relationships within a region. Social relationships are necessary for the health and cohesiveness of any community. This in-depth case study of the rural community of Mount Hope identifies the change in cohesion over time. This research shows that there is a relationship between the closing and opening of the school and levels of community cohesion amongst some, but not all, of the groups. The key findings are that a range of social activities not directly related to the school have been affected by the closure. Personal interviews were conducted with local officials, school employees, group leaders, parents, and community members of Mount Hope. This study is relevant to planners, school administrators, and educators alike, as local communities across the state debate the value of district consolidation. The findings are beneficial to communities and school districts to help determine what is best for a community when considering school consolidation or closure.

Doctor of Education / Educational Leadership / Trudy A. Salsberry / Today’s teachers must not only be content experts, they must be reflective practitioners competent in both theory and complex learning processes. They must prove capable of constructing classrooms to meet the diverse needs of each child within a culture of global competition and high stakes testing. Beginning teachers are more effective when they enter classrooms with a strong identity and sense of self as teacher. Unfortunately, there is limited understanding of teacher candidate identity development and limited research on effective preparation strategies to strengthen the complex process. A two-staged instrumental-intrinsic case study was developed to collect and analyze candidate possible self-strategies. The investigation gave voice to an often-neglected source of insight, teacher candidates. The theory of possible selves, as proposed by Marcus and Nurius (1986), served as a framework for interviews conducted with thirteen candidates from a private institution in the Midwest. The researcher utilized results from previous applications of the theory to teacher education and extended findings by employing the strategy development process (Ibarra, 1999), an aspect previously unapplied to teacher preparation. Research findings provided insight into participants’ past memories and present motivations. While passive observation appeared to play a minor role in participant strategies, there was a heavy reliance upon future collegial support. Participants also valued intentional effective clinical mentors and suggested structured opportunities to promote dialogue and feedback. Results aligned with previous research that identified modeling of effective instructional strategies as essential to teacher educator quality. However, an additional attribute emerged, affective modeling. Participants attributed affective traits and actions of teacher educators to personal perceptions of collegiality and student-centered instruction. Findings support the utilitarian, investigative, and evaluative qualities of the theory of possible selves. The applied theoretical framework allowed for the assessment of participants’ knowledge, skills, and dispositions, aided in the identification of perceived preparation needs, and served as an appraisal of preparation program effectiveness. The collection and analysis of candidates’ hopes, fears, and process strategies served to inform teacher educator practice and increased understanding in regards to external and internal influences that shape professional identity development.

This qualitative study investigates how the views of student leaders (and some of their staff advisors) illuminate the discussion in the broader literature around issues of student leadership, conflict, diversity and social justice in secondary schools. Eighteen one-hour, semi-structured interviews were conducted with twelve student leaders and six teachers from six provinces across Canada. This study contributes to educational research by considering the ways student leaders (rather than adult administrators) can impact social justice. While students envision their leadership role in terms of social justice with the goals of inclusion and societal change in mind, the present schooling structure, established expectations and strategies chosen for initiatives often hinder the realization of such a role. Schools also seem to avoid local controversial issues by encouraging student leaders to focus on international concerns. This study explores opportunities for schools to address equity issues through reconceptualizing student leadership and its goals.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Linda Thurston / Previous research examined various factors of program design, specific program curriculum, and student and faculty attitudes, but repeated studies and methodology questions have been raised with some of the research. Much of the research in the field has examined specific program effectiveness where the researcher is the author of the program or curriculum being used. This study examines the effects of programs designed to reduce school violence and the impact they have on reducing out of school suspensions (injury and non-injury). The three programs examined are bully prevention programs, peer mediation programs, and conflict resolution programs used in middle schools. This study does not focus on a specific curriculum, but has chosen independent measures that have been identified to reduce out of school suspensions. The independent variables for this study are: 1) type of programming, 2) number of lessons being taught, 3) administration, 4) counselor to student ratio, and 5) interaction effects. The research questions guiding this study were: 1) Which, if any, violence prevention programs are used in middle schools in the state of Kansas? 2) Is there a main effect for violence reduction program on violent incidents resulting in out of school suspensions (injury and non-injury) reported? 3) Is there a main effect for the number of counselors to students on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 4) Are there main effects or interaction effects for number of lessons and method of administration on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 5) Are there interaction effects for violence reduction program and each of the following variables: counselor to student ratio, number of lessons, and method of administration? All 231 middle schools in the State were surveyed to obtain information regarding type of prevention programs being offered and how these programs are administered. The return of 129 surveys resulted in a data set of 122 schools participating once incomplete surveys were eliminated. State Department of Education data from the Discipline Incident System provided the dependent variable data on school suspensions (injury and non-injury) for a three year period from 2008-2011. The only significant finding related to schools that had a counselor to student ratio of less than 1:500. These schools reported significantly fewer out-of-school suspensions (injury and non-injury) than those schools with a counselor to student ratio of more than 1:500. The findings from this study will provide middle schools with data to improve violence prevention programming.

Master of Science / Department of Family Studies and Human Services / Sandra M. Stith / This investigation explored a relatively understudied aspect of mindfulness: the experience of ninth graders in a public school classroom who practice a brief, daily mindfulness activity. The mixed-method study utilized both qualitative and quantitative research methods. Semi-structured interviews investigated the experience of those students and gleaned further information surrounding the question, ―What was the experience of mindfulness like for you?‖ The data from these interviews was analyzed using thematic analysis and was cross-coded by two outside researchers not part of the data collection. This study also explored the effects of classroom mindfulness activities through the Child and Adolescent Mindfulness Measure (Greco, Dew, & Baer, 2005). The participating students and a control group of students within the same school building and subject area took the measure before and after the study to determine the effects, if any, of participating in classroom mindfulness activities on adolescent mindfulness. These results were analyzed using paired sample T-tests using SPSS software. Results from both the interviews and the survey showed that students participating in the mindfulness activities had a consistently positive experience with the mindfulness exercise and increased their level of mindfulness. While unfamiliar with mindfulness at the beginning of the study, students in the experimental condition reported they found the experience beneficial in terms of personal growth, classroom environment, and adaption to other areas of their life. Any negative experiences concerning the mindfulness exercises centered around the initial unfamiliarity with mindfulness and specific components of one exercise. These results were further confirmed by the entries in a daily journal kept by the teacher.

Doctor of Philosophy / Department of Curriculum and Instruction / Michael F. Perl / This exploratory correlational study seeks to answer the question of whether a relationship exists between student average test score gains on state exams and teachers’ rating of values on the Schwartz Values Survey. Eighty-seven randomly selected Kansas teachers of math and/or reading, grades four through eight, participated. Student test score gains were paired with teachers and averaged. The results of these backward stepwise entries of multiple regressions using SPSS software are reported. Significant relationships with large effect sizes are reported for teacher values and student test score gains in reading and math. Models of teacher values are found that account for thirty-two percent of the average student test score gains in reading and for forty-three percent of the average student test score gains in mathematics. The significant model of values with the greatest adjusted relationship with reading test score gains is described as the Relational Teacher Value Type. The valuing of True Friendship (close supportive friends) and the valuing of Sense of Belonging (feeling that others care about me) proved to be the most powerful indicators of student reading score gains within this type. The significant model of values with the greatest adjusted relationship with mathematics test score gains is described as the Well-Being Teacher Value Type. The valuing of Healthy (not being sick physically or mentally), the valuing of Reciprocation of Favors (avoidance of indebtedness), and Self Respect (belief in one’s own worth) proved to be the most powerful indicators of student mathematics test score gains within this type. The significant value items within each of the above types’ models are discussed regarding possible reasons for their relationships to student test score gains. A value that is found significant for both reading and mathematics teachers in accounting for student test score gains is Moderate (avoiding extremes of feeling and action). Of the teachers in the study that taught mathematics and reading, their students’ mathematics score gains did not correlate in a statistically significant way with their students’ reading score gains, suggesting that a teacher’s ability to teach math has little to do with a teacher’s ability to teach reading.

Doctor of Philosophy / Department of Educational Leadership / Royce Ann Collins / Significant numbers of women drop out of GED preparation programs. This phenomenological study used interviews and demographic surveys to learn how 12 women perceived their experiences of dropping out of GED programs. Possible selves theory and McClusky’s theory of margin provided the theoretical framework for this research. Possible selves theory examined how women’s past, present, and future selves were considered in their experience of the phenomenon, while theory of margin was used to look at the network of challenges and supports present in their lives. This study found that at the time the women dropped out of GED programs: (a) they no longer believed they could achieve their desired future selves, (b) past choices continued to adversely affect them, (c) their burdens far exceeded their resources, (d) they identified the status quo as their feared possible selves, and (e) they believed that having a tutor would have enabled them stay in GED classes. The study recommends: (a) introducing theory of margin and possible selves to students as tools for taking stock and planning for educational success, (b) forming community volunteer tutoring networks, and (c) recording dropout numbers within GED programs to illustrate the need for additional funds. This population is marginalized because they become invisible to society and GED preparation programs when they stop attending.

Doctor of Philosophy / Department of Family Studies and Human Services / Karen S. Myers-Bowman / This qualitative research study was conducted in order to understand more about the phenomenon of adolescent cigarette smoking and to contribute to the body of knowledge on youth substance abuse prevention. The exploratory study incorporated the personality types associated with True Colors, Inc. (2008), as a tool to use when gathering information from non-smoking adolescents and parents. Adolescent-parent dyads were interviewed about how personality characteristics influenced several factors regarding the adolescents’ choice to not smoke cigarettes. The participants indicated that they were comfortable with the True Colors model for identifying their personality types. Furthermore, the participants tended to provide information that reflected their personality. The “gold” personalities exhibited a strong sense of right and wrong, and it was important for them to be responsible, follow rules and respect authority. The adolescents identified as having “orange” personalities tended to put themselves at the center of conversations and reported that they made many of their own decisions. They were also spontaneous and witty. Personalities that were “blue” types demonstrated the most compassion and empathy. They valued relationships and they did not want to disappoint others when making decisions. The fourth color was the “green” personality. These individuals were visionaries, and were analytical and logical with their responses. They valued knowledge and were apt to get their information from books and television when making decisions. Implications for research include that, rather than studying why adolescents do smoke cigarettes, it may be wise to also study why adolescents choose to not smoke cigarettes in order to more fully understand the phenomenon. The study also provided implications for practitioners regarding adolescent cigarette smoking prevention programs. Because the current study found differences in how the personality types of adolescents received information, youth prevention programs should utilize a variety of strategies to address the unique differences in adolescent personalities in order to be most effective.

Master of Science / Department of Family Studies and Human Services / Bronwyn Fees / Since the September 11th, 2001, terrorist attacks on the United States, a large number of service members have deployed multiple times to active combat zones as a result of U.S. involvement in the global war on terrorism. Army National Guard and Army Reserve families may find these deployments challenging as they are often isolated by living in civilian communities and have limited access to military support services and networks. Adolescents who live in these families may be particularly vulnerable as the stressors of parental deployment are layered on top of the normative stressors of adolescent development. This report will examine the challenges that adolescents and their families experience as a result of parental deployment. Additionally, protective factors that can help mitigate those challenges will also be discussed. Finally, Bronfenbrenner’s bioecological theory will be used as a framework to identify ways in which parents, schools, communities, and the U.S. Army can support adolescents, thus helping them to positively cope with parental deployment.

The purpose of this study is to examine how educators who teach in schools that face challenging circumstances understand child development and the school context, and how their understanding of child development is manifested through non-academic responses to these challenging circumstances. Using mixed methods to explore and compare the results of survey data (N = 209) with interview data (N = 48) this study examines 10 schools that face challenging circumstances that have also demonstrated trends of success on provincially administered standardized assessments. Analysis reveals the findings that educators understand the challenging circumstances their students face to be developmental in nature, that educators’ believe that these challenges involve students’ physical, social-emotional, and cognitive development, and that educators respond to these challenges by implementing non-academic and co-curricular programs that are developmentally based. This study finds that all 10 schools have implemented developmental programs that foster the success of students. These findings suggest that educators offset the developmental disadvantages their students face as a result of the community, school, and their home environments. This study finds that these educators believe students’ social-emotional development is intertwined with student cognitive development. Further, these educators have expanded the traditional performance-based construct of student “success” to include a range of success that includes child social-emotional developmental success, and in expanding their understanding of student success, have arrived at an innovative, developmentally-based approach to facing challenging circumstances in schools.