<p> This study examines how students who are experiencing reading difficulties in school are being supported. Topical interviews were conducted with eight special education administrators focusing on how their school district addresses students who are experiencing reading difficulties. Three major findings emerged through a qualitative coding process: (1) Reading support for students who are struggling to read before the referral process (general education students) includes a pre-referral process that usually consists of the reliance and focus on a purchased reading program in the participating districts. These programs typically focus on isolated skills and minimize meaningful reading and writing experiences within the context of the framework of the federal policy, Response to Intervention (RtI). I learned about how district administrators implement mandated RtI policies, including pre-referral intervention structures. (2) Special education administrators usually develop their descriptions of the roles, expertise, and service provision of the classroom teacher, literacy specialist, and special education teacher from the position of either prior to or after the referral process. Participating administrators spoke in-depth about their views the roles of the reading teacher/literacy specialist, general education, and special education teacher and how these types of professionals come together inside and outside of the general education classroom to provide reading support. Specifically, students are not always supported by the reading specialist or professionals that possess literacy expertise. (3) The nature of collaboration among professionals, specifically literacy specialists, is influenced by the resources available to the district, including availability of literacy specialists. The more resources available to the district, the more collaboration occurs among professionals, and more professionals are available to support students who are struggling. </p><p> Implications of this study suggest that school districts include literacy specialists when making instructional decisions about students who struggle with reading. School districts should consider focusing on professional collaboration as a district initiative in order to develop opportunities to increase professional collaboration district-wide. Additionally, school districts should consider comprehensive reading support to include both skills-based and meaning-making learning events, not limiting the district&rsquo;s use of programs to those outlined by policy. These reading supports should be contextualized within meaningful learning experiences, especially for less experienced or readers who struggle. Additionally, there are policy implications for governing bodies and school districts in terms of equitable resources for supporting the literacy development of students struggling to read.</p><p>

<p> The purpose of this constructivist grounded theory study was to seek out high performing special education school districts and generate an interpretive theory, through a symbolic interactionist lens, to help explain how certain educational leaders have been able to construct, implement and sustain a process to achieve more equitable outcomes for special education students. The target participants for the study were individuals primarily involved in the creation, implementation, management and evaluation of special education programs in the school districts selected. The school district participants were selected using criterion based sampling. The primary investigative technique for this study was interviewing and data was analyzed using line by line open coding, as well as selective and focused coding. A total of ten sub-themes emerged as the various categories of data were intersected, with the sub-themes subsequently organized and explained by research question. Ultimately, three major themes emerged: Process, Parents and Students. Using the major themes and sub-themes, a Working Model of Special Education was developed and an explanation of how to apply it described.</p><p>

<p> The demand for leaders able to navigate the complexity of multinational circumstances working with and through people of multicultural backgrounds is greater today than ever before. Corporations, non-governmental organizations, and governmental agencies and operations are all dealing with a globalized marketplace and economy. Work and the dynamics at play are more complex than ever; the coordination and interplay between people of different nationalities, customs, backgrounds, and languages is at an all-time high. People who live and work in global contexts have reported experiencing transformational moments as well as the development into a global leader. Such transformational, or crucible, experiences have been found to create for people new mental models, such as perspectives, worldviews, and perceptual acumen that do not exist for those people who have not gone through like events.</p><p> The intersection of global leadership and transformative learning is one ripe for further study. This study aimed to bring together two different fields of study, both relatively nascent in academe, to determine how the elements of one (transformative learning) may be beneficial in the expansion and development of another (global leadership). This mixed-methods study investigated the experience of people who developed as a global leader, as well as their experience with the ten phases of transformative learning. Senior level employees at a global fast-moving consumer goods company who had completed an international work assignment of at least one year in duration were asked to participate in this study on the intersection of global leadership and transformative learning.</p><p> This research showed that there are common phases through which people who have developed as global leaders have progressed in their growth as global leaders. Additionally, this research showed that those who developed as global leaders in an international work assignment of greater than one year reported experiencing, at different levels, the ten phases of transformative learning. Lastly, this study showed that the phases through which people progressed match closely with the phases of transformative learning. </p><p>

<p> High teacher attrition and low teacher retention rates continue to plague the field of special education, which leads to teacher shortages year after year (Andrews &amp; Brown, 2015; Vittek, 2015). Solutions for increasing special education teacher retention continue to be explored (Billingsley, 2005; Brownell &amp; Sindelar, 2016; Tyler &amp; Brunner, 2014). The purpose of this study was to discover trends or themes connecting special education teacher work conditions and job satisfaction, principal support, and decisions of teachers to continue teaching special education. Participants for this study were special education teachers and principals from 60 accredited public K-12 school districts in Missouri. Participants received an online survey to provide their perceptions of special education work conditions, needs, and supports. Frequencies and percentages of responses were calculated and categorized. Findings revealed, overall, special education teachers need more time to complete paperwork, develop lessons and activities, and collaborate with teachers. Special education teachers did not receive additional compensation for extra workload responsibilities. Special education teacher job satisfaction was 76.6%, and while the majority of teachers reported plans to continue teaching special education, 11.4% of teachers did not plan to continue. Principals did not perceive a need for special education teachers to have additional time to complete paperwork, develop lessons and activities, or collaborate with other teachers. Principals did not perceive the need for special education teachers to receive additional compensation for their workloads, and they perceived special education teacher job satisfaction at 100%.</p><p>

<p> The purpose of this research was to investigate whether new teacher and new teacher mentor perceptions of the effectiveness of the Missouri State Beginning Teachers&rsquo; Assistance Program (BTAP) were positive and whether the new teacher perceptions led to the new teacher remaining in the teaching profession at least five years. At the time of this writing, in the state of Missouri, new teachers must work through a six step process to upgrade their initial teacher certification to a continual (99 year) certification (Appendix A). This paper describes research on the second step of Missouri&rsquo;s process, which involved the new teacher working with a mentor for the first two years of their careers, to become accustomed to the expectations of a teaching career. </p><p> The method used in collecting data for this was study was three-fold. First, the education department at a local university conducted a new teacher panel discussion. The researcher attended this discussion and noted the results within this paper. Second, secondary data were collected from a conference presentation discussing the perceptions of new teachers and their administrators. New teachers gave their responses, as to how they thought they were performing in their classrooms and their administrators gave their responses, as to how they thought their new teachers were performing. Thirdly, data was collected online from new teachers and new teacher mentors on their perceptions of the Missouri new teacher mentoring program. </p><p> Results from the data in all three collection methods indicated that, while all surveyed districts were using a mentoring process for new teachers, each district implemented their program with varying degrees of effectiveness. Best practices seemed to indicate that a good new teacher and new teacher mentor personal connection was key to helping new teachers succeed in their new profession. The process for how these pairings were created varied from district to district. </p><p> Because of this research, the researcher recommends that individual districts make every effort to find a &ldquo;good&rdquo; personal fit between their new teachers and their mentors and that finding this ideal fit is bets performed by the administrator who will be supervising the new teacher and the mentor. </p><p>

<p> Entrepreneurship is undoubtedly a significant global activity that helps to transform our economies and inspires public policy. Over the past decades, entrepreneurship education has witnessed phenomenal growth, as many Universities around the world offer a diversified portfolio of entrepreneurship programs, including undergraduate, graduate and doctoral degrees, executive education certificates, workshops or seminars. More recently, and in response to the increasing global popularity of entrepreneurship, a large number of universities established entrepreneurship centers which coordinate a wide variety of activities, programs and resources under one roof. Nevertheless, the literature consistently expresses doubts about the success of entrepreneurship educational programs and identifies learning gaps between entrepreneurs&rsquo; needs and universities&rsquo; offerings. The rise of entrepreneurship centers gives us reason to believe that they play an important role in better addressing entrepreneurs&rsquo; learning needs, but relevant research is limited. By collecting data from directors of fourteen entrepreneurship centers in the USA and Europe through qualitative interviews, this study aimed at understanding how the centers address the learning needs of entrepreneurs, primarily with regards to educational goals, development of skills, curriculum and instruction. In addition, I have conducted interviews with fourteen entrepreneurs who were either alumni from the centers or alumni from other business schools, and I have learned first-hand details on their learning needs and educational experience. This study has found that the centers address entrepreneurs&rsquo; needs through a series of activities which include (a) setting goals and understanding audiences, (b) designing and implementing curriculum and instruction, (c) measuring success. In short, this study has found that entrepreneurial centers accommodate a plethora of activities with the aim to address entrepreneurs learning needs, but they have only superficially assessed entrepreneurs&rsquo; learning needs, their decisions about curriculum and instruction approaches are not driven by research or entrepreneurs&rsquo; feedback, and their measures of success are not targeted to knowledge, skills and attitudes needed by entrepreneurs; in short, entrepreneurship centers and universities may be meeting entrepreneurs&rsquo; learning needs, but it is more a matter of luck than design.</p><p>

<p> The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement for students with disabilities.</p><p>

<p> Urban attrition is a paramount problem facing K&ndash;12 education. With a noted 50% of beginning teachers exiting education or transferring to suburban school environments, attrition negatively impacts a school&rsquo;s ability to maintain an effective and stable teaching staff. This qualitative study set to examine how leadership and the community affected veteran teachers&rsquo; decisions to remain working in urban elementary schools. Utilizing the professional capital as accountability framework developed by Michael Fullan, Santiago Rincon-Callardo, and Andy Hargreaves, this study examined the extent to which perceived leadership and community members affected 13 veteran teachers&rsquo; decisions to remain working in urban elementary schools. Utilizing interviews of teachers and principals along with artifact collections, some emerging themes included making a difference, reciprocal trust, mutual respect, and love. Policy and practice recommendations were for beginning teachers to continue support programs that foster community&ndash;teacher relations and involvement in parent-based organizations such as the Parent&ndash; Teacher Association. </p>

<p>The purpose of this research study was to examine student and academic advisors? perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution and the student (Himes, 2014). Most college students are in a state of change and need academic advice to achieve success during a college transition (Tinto, 2012). Academic advisors can assist students in finding the right career for students? specific strengths. This qualitative study utilized Tinto?s (2012) theories of student departure and retention to provide an understanding of how student retention rates can be based on a lack of positive institutional relationships between students and academic advisors. A higher education institution must establish conditions within its own system to promote positive student experiences and outcomes (Vianden & Barlow, 2015). Four research questions guided this study. Focus groups and interviews were used to collect data from students and academic advisors. Students and academic advisors discussed academic advising experiences, student satisfaction, and information needed to achieve successful advising sessions. Themes emerged relating to developing relationships, personalized advising sessions, and a consistent campus. Tinto (2012) stated students need individualized academic and social support to properly transition into college. Findings of the study indicated progressive academic advisement strategies have a positive impact on student retention.

Many high schools appear to be experiencing declining academic achievement and decreasing attendance. The Renaissance Program, which relies heavily on incentives, is currently being advocated nationally as a solution to these problems and has been implemented in many schools. The effectiveness of this program needs to be evaluated. School improvement literature from the Excellent Schools, the Essential Schools, and the Effective Schools calls for the institutional use of incentives to improve achievement. The Renaissance Program is an incentives-based approach used by Silver Lake Regional High School in order to improve motivation to achieve. It impacts students and teachers and is dependent on parents and the community for its success. Transforming (i.e., creative) leadership recommends that schools use incentives similar to those used in businesses. Psychological and educational research has shown that incentives are essential for effective motivation. An evaluation of the Renaissance Program at one suburban high school was undertaken by: (1) examining raw data concerning grades and attendance; (2) surveying a random sampling of students, teachers, and parents regarding their perceptions of the program; and (3) interviewing students, teachers, parents, and administrators, concerning their impressions about the effectiveness of the program. Since the implementation of the Renaissance Program, grades and attendance have improved and drop-out rates have decreased. Work attitudes and school spirit have also improved since the program was introduced. The program has been applicable to all students because of it is multi-faceted and flexible. There is teacher, parent, and community support for the program. However, in all three areas, there is a need for increased support. The program has been seen as mainly administrative-driven. There needs to be more student, parent, and teacher participation in the planning of the program. Student incentives need to be kept fresh but there does not seem to be a need for formal teacher incentives as part of the program. There is a great deal of support for the program and it has been seen as having a positive impact on the school as a whole.