<p> Traditional teacher evaluation procedures involve the school leader providing feedback in a summative form to the classroom teacher (Tuytens &amp; Devos, 2011). The function of the administrator to be both supervisor and evaluator is a contrasting role. There are four main purposes of teacher evaluation: improvement, accountability, staff development, and personnel decisions (Darling-Hammond, Wise, &amp; Pease, 1983; Tuytens &amp; Devos, 2011). Administrators are already constrained for time and resources. Therefore, fulfilling all four purposes through the current evaluation process in California is becoming increasingly difficult.</p><p> Using peers in the evaluation process is an alternative evaluation method being explored across the country, specifically in the form of Peer Assistance and Review (PAR; Goldstein, 2004; Matula, 2011; Weems &amp; Rogers, 2010). The problem this research addressed was the efficacy of teacher evaluation systems and how evaluative practice can be improved from the perspectives of principals and Consulting Teachers (CTs) with experience in the PAR program. </p><p> The study found principals and CTs had mixed reactions regarding the inclusion of PAR as a multiple measure for teacher evaluation. All participants' perceptions of the role of the CT included the common language of supporter, helper, coach, and mentor, which matched the PAR documents from each district. The data showed that subjectivity, fear, and lack of time, negatively impacted the traditional teacher evaluation process and that involving peers in the process could be beneficial.</p>

<p> The purpose of this quantitative research study was to determine if student background variables ([age, race, gender, and socioeconomic status, (SES)] are predictors of student persistence semester-to-semester (2009-2010). The sample population included 298 students, consisting of first-time, first-semester, full and part-time students working toward achieving a degree or credential at a rural community college in northeastern North Carolina. Community colleges enroll almost half of the nation's college learners, fewer than half of the learners who begin at community colleges earn a degree or credential within six years of initial enrollment. The semester-to-semester persistence rate from the sample in the study was 75%, much higher than national averages. Although student persistence has been researched extensively in the past decades, only recently has persistence research been conducted on the most diverse populations in two-year institutions where attrition is the highest. The lack of persistence leads to loss of college revenue, fewer graduates entering the workforce, and fewer students achieving their personal goals. Using associated research and archived records this study analyzed the effect of age, race, gender, and SES on persistence. Logistic regression, including descriptive statistics, was used, and determined varying relationships between independent variables and the dependent variable, persistence. No significant relationships were found between persistence and age, race, and SES. While some literature and empirical research with these variables previously found significant relationships, the current study did not and this may be due to; few studies conducted at rural community colleges, the use of rural sample size, and the reliance on financial aid by students. The strongest relationship was found between the independent variable and gender. The sample population consisted of 48% male and 51.7% female. The results showed that the level of the relationship between gender and persistence was p=.005, which was less than the alpha level of .05. Also, literature reviewed for the study showed that students' SES is significantly linked to persistence once the variables of gender and race are controlled. Future research could incorporate a qualitative analysis to provide useful information regarding these same independent variables in the context of the individual student.</p>

<p> Abstract of Dissertation Loan Awarding Practices and Student Demographic Variables as Predictors of Law Student Borrowing This study examined the effect of institutional loan awarding practices and student demographic characteristics on law student borrowing, in order to contribute to our understanding of student borrowing decisions. Behavioral economic concepts like framing and status quo bias suggest that decisions about borrowing may not be made using a rational cost-benefit analysis alone, as traditional economic theory suggests, but may also be influenced by the loan amount that an institution initially awards a student. The amount initially awarded represents the status quo, which, for a variety of possible reasons, the student may be inclined to accept, even if he is eligible to borrow more. </p><p> Using three years of student borrowing data from a law school, multiple regression analysis was performed to determine the effect of initial loan amount offered and 15 additional independent variables on loan amount borrowed. The law school data provided a unique opportunity to study student loan borrowing decisions because the institution followed two different loan awarding practices in the three academic years for which data was obtained. This provided a quasi-experimental environment in which to study the effect of initial loan amount awarded on loan amount borrowed. </p><p> Altogether, the model explained nearly half of the variance in loan amount borrowed and initial loan amount offered explained 5.4 percent of the variance in loan amount borrowed holding all other variables in the model constant. In addition to initial loan amount offered, the following variables were also found to be statistically significant predictors of loan amount borrowed: Asian race, age, being married, Expected Family Contribution, cost of attendance, class level, student status, total credits, and total non-loan aid. It was also found that there was no statistically significant difference in the relation between initial loan amount offered and loan amount borrowed in 2008-2009 and 2009-2010, under the old awarding practice, as compared with 2010-2011, when a new awarding practice was in place. This suggests that students responded similarly to the initial loan amount offered, or the status quo amount, under both the old and new awarding practices.</p>

<p> This autoethnography uses the personal journey of the author through Fielding Graduate University's doctoral program in Educational Leadership for Change to study the influence of peer advising and peer relationships in distributed learning environments on student success and program satisfaction. The study reveals that peer relationships and peer advisement opportunities may be needed to counter the high risks for dropping out, extra time in the program, or discontentment.</p>

Over the last two decades the UK public sector has seen the introduction of 'new managerialism' - the devolvement to the local level of management initiatives and techniques more traditionally associated with the private sector; this has arguably increased industrial relations tensions in the workplace as both line managers and workers have become involved in actions and negotiations new to them. This thesis provides a unique, in-depth, consideration of the impact on industrial relations of new managerialism in a 'failing' secondary comprehensive school; it identifies how devolved management and public accountability has inflamed the workplace industrial relations of that school. By taking a qualitative, multi-method, case study approach to the research, the thesis investigates at first hand how management and teachers respond to centralised government initiatives at the school level. It considers, and contributes to, the debate surrounding the extent of managerial autonomy that public sector managers have and how managers may take differing approaches - and achieve different results - when implementing new managerialist initiatives at the local level. As a study of workplace industrial relations, the thesis, engages with and significantly contributes to, the academic literature stressing the importance of local trade union leadership to trade union activity; indeed, the work furthers the debate concerning the inter-relationship between political and trade union activism and the importance of political factions within trade unions, areas which are under-researched. By exploring the tensions between trade union members and their official union representatives, the thesis examines the complex inter-relationship between union democracy and union bureaucracy. Finally, the case study identifies policy implications for both the government and the trade union, particularly with respect to the closing and re-opening of 'failing' schools.

<p> The purpose of the study was to identify perceived effective leadership in higher education by examining the indicators of effective leadership in a holistic viewpoint from an executive female leaders approach. Theoretical studies have examined female leadership development; however few have statistical data to address the concept. In addition, leadership competencies in four year higher education institutions have not been clearly stated; therefore evaluations are not consistent and have no baseline by which to begin. The study addressed both leadership competencies in four year institutions as well as female leadership. The study utilized Q Methodology with a two tier approach to conceptualize the perception female leaders in higher education have on effective leadership. Participants received a concourse of 61 statements to sort according to their perception of effective leadership indicators which they have observed in others they have worked alongside with a ranking system of &ldquo;most effective leadership indicator&rdquo; (+5) through &ldquo;least effective leadership indicator&rdquo; (-5). Participants were also asked to sort the same statements, with the same ranking scale, based off the perception of their own leadership indicators. Participants included 18 (for Qsort1) and 15 (for Qsort2) female vice-presidents/chancellors from higher educational institutions in North Carolina and Maryland. In addition, participants completed post-sort questions for demographic purposes as well as to further explain their rankings of the top three and lowest three statements in each of their sorts. For both Qsort1 and Qsort2, two factors emerged from each as effective leadership indicators: Adaptive Leadership and Enabling Leadership. </p><p> The results of this study indicate that effective leadership in higher education needs to be both adaptive and enabling to the environment in which one is placed. A primary need for effective leadership is the ability to provide long-range planning through objective analysis, thinking ahead, and planning. In addition, using frameworks to analyze complex situations and understanding complexities as well as emerging trends in higher education are important for effective leadership in higher education. The overarching areas which the participants point toward in their rankings of the statements are the need for flexibility, adapting to circumstances, and helping others learn their roles to be self-sufficient. The area which did not appear as important for effective leadership was the theme of administrative leadership. These statements encompassed following procedure and process to complete tasks. </p><p> The insight provided by the female executive leaders in higher education regarding effective leadership indicators are relevant to several areas. Gaining a deeper understanding of what areas females can pursue in order to be effective leaders can only strengthen their positioning in the higher education career ladder. In addition, higher education institutions seeking to utilize more accurate performance standards for those in leadership positions could utilize the results to place a threshold for executive leaders to adhere to. The current study should be utilized as a springboard for future leadership studies in the areas of higher education and female leadership to further provide empirical information which could enhance the leadership skills of future female leaders. </p>

<p> Research studies have shown that one half of all students who begin college fail to realize their goals. This case study of one community college provided a comprehensive examination of best practices developed over several years through strategic enrollment planning. Additionally, this dissertation examined the decision-making processes that brought about changes through interviews and retrieval of archival documents. Both revealed an obvious path that brought about significant organizational change among departments and staff. This study may assist or provide guidance and recommendations for other institutions of higher education seeking to increase student retention.</p>

<p>Internationalization in higher education is an issue of growing importance as the forces of globalism continue to push both social and economic connections from local to global. While this topic is becoming increasingly vital to the health and influence of educational institutions, many, including those within South Dakota, are unaware of the foreign language capabilities or international experiences and attitudes toward internationalization of their full-time faculty members. </p><p> This study investigated the attitudes of, experiences in, and exposure toward internationalization by faculty members across the six public universities within the South Dakota Board of Regents system. Faculty members&rsquo; foreign language background and ability, as well as both their perceptions on the value of internationalization of higher education and their perceptions on institutional receptivity toward internationalization were also examined. Data collected from SD faculty members (n=479) were then compared by demographic factors including gender, age, academic travel, and home institution to discover any trends or connections within these subgroups. </p><p> The findings of this study suggest that South Dakota faculty members not only have a vast and varied background in internationally related experience, but they also overwhelmingly express a desire to further their academic&ndash;k international connections through teaching, research, and service. Results also showed significant differences among faculty perceptions among the six state institutions and between groups of faculty who have traveled for academic purposes and those who have not. </p><p> Along with the findings and discussion of the results of this study, recommendations for improving practice are provided, as are suggestions for future research. </p>

<p> The purpose of this study was to identify what leadership behaviors are associated with each of Spillane's (2006) three conceptually distinct forms of distributed leadership, and to determine whether specific influence tactics (Yukl, Seifert &amp; Chavez, 2008) are differentially associated with each form. A two-phased, mixed methods design was employed. The sampling frame for both phases included student affairs professionals in colleges and universities in New York, Ohio, and Pennsylvania, which were primarily four-year, undergraduate, co-educational, residential institutions. In Phase I, focus groups identified behaviors exhibited by student affairs professionals working together to accomplish a task. The identified behaviors were crafted into leadership behavior statements. These statements were triangulated with Spillane's forms of distribution: The co-investigator associated the statements with Spillane's conceptual definitions; while concurrently, a survey of these statements was sent to distributed leadership experts asking them to rate the expected likelihood of the behaviors being demonstrated in each of Spillane's forms of distributed leadership. Subsequently, in Phase II, student affairs professionals were surveyed regarding leadership behaviors and influence behaviors. Both cluster and factor analytic techniques were employed to associate influence behaviors with Spillane's forms of leadership distribution. Factor analysis of the leadership behaviors were interpreted in light of the co-investigator's cluster analysis of the same data. Spillane's distinct forms of distributed leadership were not affirmed by this study. When practicing distributed leadership &ndash; the idea that multiple participants co-create a leadership experience &ndash; a universal, differentiated view may be overly simplistic.</p>

<p> International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.</p>