Doctor of Philosophy / Curriculum and Instruction Programs / Jacqueline D. Spears / BeEtta L. Stoney / There is a paucity of research on Asian Indians (AI) and Asian Indian Americans (AIA) and their experiences in the American school system. Studies suggest that the educational experiences of Asian Indian American students are related to Asian Indian parents' cultural background, and acculturation into the host society. Previous research also shows that Asian Indian students excel academically. However, the researcher has from personal experience seen that there is a variation in the experiences and academic performance of Asian Indian American students in the middle and high schools. This study describes the educational experiences and the academic achievements of Asian Indian students in a middle and high school district in a Midwestern college town. It uses the multiple case study design, which results in a picture of the commonalities among these Asian Indian students as well as their unique individual experiences. The researcher studies the experiences that the Asian Indian students have in school through student, parent and teacher feedback. Nine Asian Indian American students are interviewed in detail, eight of their parents are surveyed with detailed electronic surveys, and five core curriculum teachers were surveyed with a detailed email survey questionnaire. This study reveals three major themes, namely, the struggle for self-identity in the AIA students, the various definitions of academic success and success in life; and the role and responsibility of the school district in nurturing these concepts of self-identity and academic success. The recommendations for schools and the teachers are to modify the curriculum to include AIA information as part of the regular curriculum. Asian Indian and Asian Indian American culture, history, geography, literature, must be taught regularly. Teachers must conscientiously incorporate the contributions of AIs and AIAs as a part of the regular curriculum. The recommendation for AI parents is to realize that their children are Americans of Indian origin, and not Asian Indians. The recommendations for further research are an inquiry into the absence of AIA information in the curriculum, a longitudinal study to follow the success of AIA students in later life.

Doctor of Philosophy / Curriculum and Instruction Programs / Stephen L. Benton / This study examined relationships between faculty perceptions of their academic department chair’s overall effectiveness and their ratings of his/her personal characteristics and administrative methods. The experimenter analyzed secondary data obtained from the Individual Development and Educational Assessment (IDEA) Center’s Feedback for Department Chairs system. Data came from 604 department chairs and their corresponding 9,125 faculty members across the years 2003 to 2007. Faculty completed the 70-item Faculty Perceptions of Department Head/Chair Survey, and their department chair responded to the 30-item Department Head/Chair Information Form. Exploratory factor analysis (EFA) of department chair ratings revealed three underlying dimensions of administrative responsibilities, ranked in order of importance: Departmental Operations, Faculty Enhancement, and Research and Assessment. EFAs of faculty ratings determined one factor explained the department chair’s personal characteristics—Flexibility/Adaptability—and one factor explained the department chair’s performance of administrative methods—Communication and Coordination. Items with high component matrix coefficients were summed to produce scales with high reliability for each factor. Multiple regression analysis indicated that faculty ratings of the department chair’s Flexibility/Adaptability and Communication and Coordination explained 83% of the variance in their ratings of the department chair’s overall effectiveness (p < .001). Ratings on Communication and Coordination explained the most variance. Faculty ratings of the department chair’s performance of administrative responsibilities also explained 83% of the variance in their ratings of the chair’s overall effectiveness (p < .001). Faculty Enhancement showed the strongest relationship. The findings help to explain the underlying dimensions of the academic department chair’s effectiveness and the role of faculty ratings in evaluation.

Doctor of Philosophy / Department of Secondary Education / Jacqueline D. Spears / BeEtta L. Stoney / An ethnographic content analysis was conducted to explore the African American cultural content contained in the text of picture books portraying African Americans published 2001 through 2005. The picture books were limited to beginning readers, stories in rhyme and poetry, historical fiction, fictional biography, and contemporary fiction portraying African Americans and set in the U.S. The books were categorized based on the genre to which they belong and classified as generic books or books with African American cultural content. The African American cultural content in the books in the study was compared to the cultural content contained in picture books in a survey conducted by Rudine Sims Bishop in 1982. Differences between the work of African Americans and non African Americans are discussed. A data collection instrument was constructed and used by several additional raters to test the reliability of the instrument. Each additional rater was given an operational definition for generic books and books with cultural content. The raters were each given one book to evaluate. The research revealed (1) that more than half of the picture books published during the period of this study were classified as generic, (2) in most cases, only the books written by African Americans contained cultural content and (3) more than half of the picture books with cultural content are classified as historical fiction. (4) Although it is possible for a non African American to write an authentic picture book with cultural content, such books are usually the result of in depth research. (5) During the period of this study, not all generic picture books were written by non African Americans; some African American authors choose to write generic books portraying African Americans with minimal content specific to African American culture.

Doctor of Philosophy / Curriculum and Instruction Programs / Jana R. Fallin / This qualitative study sought to inquire into, identify and examine elements of musical expression as exemplified in jazz performance from a phenomenological approach. The purpose was to identify the various elements utilized by expert performers and listeners in perceiving musical expression, to determine whether or not these elements are held in common between performer and listener, and to explore the relation of personal experiences of the phenomenon with aesthetic philosophy and educational practice. Aesthetic concepts were drawn from the writings of Stephen Davies and Peter Kivy while jazz principles and foundations were drawn from Ted Gioia and Gunther Schuller. Ten subjects, five world-class jazz artists and five nationally recognized jazz critics, were selected based upon reputation and professional standing and interviewed in naturalistic settings of their own choosing (home, office, studio). Each subject listened to six recordings of the jazz standard My Funny Valentine as recorded by established jazz icons: Miles Davis, Paul Desmond, Gerry Mulligan, Bill Evans with Jim Hall, Sarah Vaughan, and Keith Jarrett. All were encouraged to comment in a stream-of-consciousness manner while listening to the examples. Additionally, fifteen statements drawn from the literature were read for subjects to rate on a five-point Lykert scale ranging from “totally agree” to “totally disagree”. Interviews were transcribed and coded into themes. Lykert responses were analyzed within group using means and ranges and between groups utilizing difference of means. Results, as interpreted by this researcher, reflect seven themes identified by performers (Sound, Individuality, Virtuosity and Intellect, Communication, Specific Musical Elements, Mood or Character, and Originality and Innovation) and six themes enumerated by critics Individuality, Virtuosity and Intellect, Communication, Specific Musical Elements, Mood or Character, and Originality and Innovation). No attempt was made at stratification of themes, as this was exploratory research. While both groups used the concept of sound, context placed it under the concept of individuality for critics while performers used it more specifically towards the establishment of mood. Lykert responses confirmed strong similarity of thought between the two groups.

Doctor of Education / Department of Educational Leadership / Teresa N. Miller / This case study explored multiple teachers’ instructional strategies in several eleventh grade Language Arts classrooms in one successful Midwest school. A “successful” Midwest school was defined as having attained AYP at least three consecutive years. The study focused on the specific instructional strategies and activities used when preparing disadvantaged students for the state reading assessment. The strategies were implemented with disadvantaged students who were difficult to motivate, were slower learners, and were categorized in at least one subgroup. Interviews were conducted with the eleventh grade Language Arts teachers to determine (a) the strategies used when motivating and preparing disadvantaged students for state assessments, (b) the formative practice assessment data used, (c) the instructional changes made based on the formative practice assessment results, (d) the perceived impacts of the preparation process on student improvement, and (e) the recommendations of the eleventh grade Language Arts teachers in preparation for the state reading assessment. Furthermore, this case study explored the perspectives of administrative leaders on the preparation of eleventh grade Language Arts teachers preparing eleventh grade disadvantaged Language Arts students for the state reading assessment. Interviews were conducted with the administrative leaders to determine (a) the resources available in the school district to assist eleventh grade disadvantaged Language Arts students in preparation for the state reading assessment (b) the workshops and conferences that the school district allowed eleventh grade Language Arts teachers to attend in order to increase their understanding of different strategies, and (c) the recommendations of the administrative leaders in preparation for the state reading assessment. Data support that the components of the framework (recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking) were implemented by all of the eleventh grade Language Arts teachers in a variety of ways. The eleventh grade Language Arts teachers also implemented research-based strategies in the classroom to strengthen the framework. The research-based strategies included: structured lessons, relevant curriculum, comprehensive instruction, collaborative learning, strategic tutoring, formative assessment, drill and practice, test-taking strategies, hands-on experience, special privileges, and extra time. Furthermore, the eleventh grade Language Arts teachers administered four formative practice assessments. With the results of these assessments, the eleventh grade Language Arts teachers determined what the eleventh grade disadvantaged Language Arts students understood and what the students did not understand. Based on the formative practice assessment results, the eleventh grade Language Arts teachers changed their strategies and focused on the components in which the eleventh grade disadvantaged Language Arts students were weak.

Doctor of Philosophy / Department of Secondary Education / Diane McGrath / The purpose of this research and development study was to design, develop, evaluate and revise reusable online learning resources based on the principles of learning objects that would support instructional design students' learning and performance in the context of ATC in Saudi Arabia. Using a research and development model (Borg and Gall, 1989), Instructional Design reusable online learning resources (ID-RORs) were iteratively and collaboratively developed and revised based on feedback gathered through formative evaluation. Between each round of qualitative formative evaluation, the ID-RORs were revised based on analysis of the data. Seven main research and development phases were carried out: research and information collecting, a needs assessment, prototype development, expert evaluations, redesign, target user evaluations and redesign. The formative evaluation of ID-RORs consisted of three phases. The first evaluation group was comprised of four experts. The purpose of this evaluation was to conduct a needs assessment. The second phase, which used feedback from two experts and two instructional design teachers, was the expert evaluation. The purpose of this evaluation was to examine the validity of the ID-RORs. The third phase, based on feedback from 11 students, was the user evaluation. The purpose of this evaluation was to examine the practicality of the ID-RORs. The overall results of the needs assessment evaluation showed that the ID-RORs prototype met an important need at ATC. The overall result of the expert evaluation showed that the ID-RORs prototype were valid for the context of ATC. Finally, the result of target user evaluation showed that the ID-RORs as revised with expert and user input were practical for the intended target users. Based on the results of this R & D study, it was concluded that the answer to the research question is yes, it is possible to develop the ID-RORs to meet the specifications of the needs assessment. The characteristics of ID-RORs are very similar to the characteristics of successful (valid and practical) reusable online resources. The final version of the ID-RORs were found to be needed, valid and practical, in the context of ATC.

Doctor of Philosophy / Curriculum and Instruction Programs / Jennifer M. Bay-Williams / This study examined end-of-the-year seventh grade students’ rational number knowledge using comparison tasks and rational number subconstruct tasks. Comparison tasks included: comparing two decimals, comparing two fractions and comparing a fraction and a decimal. The subconstructs of rational number addressed in this research include: part-whole, measure, quotient, operator, and ratio. Between eighty-six and one-hundred-one students were assessed using a written instrument divided into three sections. Nine students were interviewed following the written instrument to probe for further understanding. Students were classified by error patterns using decimal comparison tasks. Students were initially to be classified into four groups according to the error pattern: whole number rule (WNR), zero rule (ZR), fraction rule (FR) or apparent expert (AE). However, two new patterns emerged: ignore zero rule (IZR) and money rule (MR). Students’ knowledge of the subconstructs of rational numbers was analyzed for the students as a whole, but also analyzed by classification to look for patterns within small groups of students and by individual students to create a thick, rich description of what students know about rational numbers. Students classified as WNR struggled across almost all of the tasks. ZR students performed in many ways similar to WNR but in other ways performed better. FR and MR students had more success across all tasks compared to WNR and ZR. On average apparent experts performed significantly better than those students classified by errors. However, further analysis revealed hidden misconceptions and deficiencies for a number of apparent experts. Results point to the need to make teachers more aware of the misconceptions and deficiencies because in many ways errors reflect the school experiences of students.

Doctor of Education / Department of Educational Leadership / Gerald D. Bailey / Online professional development has the potential to be a dynamic tool to construct knowledge and enhance professional performance. Online collaboration tools have accelerated learning and have made online professional development convenient, dynamic, and flexible. Yet access to powerful learning resources has not always ensured that quality online professional development has taken place or that authentic, transformational learning has occurred. This study has shown that technology has presented challenges that have proved difficult for online professional development facilitators and participants. Consequently, the facilitator's role in professional development has been even more critical in the virtual environment and the facilitator has had to be even more intentional in their actions, decisions, and expectations. The purpose of the study was to research, develop, and validate an online professional development facilitator's handbook that would clarify and demonstrate the knowledge, attitudes, practices, and skills utilized by exemplary online professional development facilitators. This study has also ascertained practical instructional strategies that are effective in planning, implementing, and facilitating online professional development. As a result of this study, an online professional development handbook was developed according to Borg and Gall's (1989) Research and Development (R&D) cycle and methodology using three panels that consisted of expert and novice online professional development facilitators. Findings include: Learning, defined as the process of constructing personal understanding through interactions with others while collectively engaging in challenges that are novel and transferable to other situations and settings, is transformational and has a sustaining impact when skillfully facilitated in the online environment. Online learning communities organized around collaborative inquiry and collective problem solving become co-creators of knowledge in a risk-free, trusting environment. Participants (teachers) become self-determining learners focused on engaging in appropriate endeavors to increase their classroom content knowledge and management skills by identifying their own needs and creating a plan to raise academic achievement and improve their own practices. When educational systems invest in honest dialogue about student work, candidly assess student and teacher needs, make changes based on data and research, and value individual and group contributions, these organizations become cultures of thinkers and communities of learners.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / The No Child Left Behind Act of 2001 (PL 107-110) drives today's teaching environment. With the pressure not to leave any student behind, classroom teachers often request struggling students to attend summer school. This qualitative case study sought to gain a deeper understanding of how visualization embedded in the writing process may influence struggling learners in a kindergarten through fourth grade summer writing camp. The 3 1/2 week summer writing camp was based on Donald Graves' (1983/2003) writer's workshop and writing process. The selected 19 students (K - 4) and 5 teachers in a Midwestern school district participated in the visual, learning, and literacy-rich environment. During the writing workshop, teachers gave Lucy Calkin's (1994) inspired mini-lessons to teach struggling students how to use visualization embedded in the writing process. Students participated in 4 community-based field experiences, which served as inspiration for drawing and writing. Mental imagery has powerful effects on reading comprehension (Sadoski, 1983, 1985) and students recalled information and images from the field experiences by observing digital photographs, and then drawing and writing. Thirty-nine student art/writing samples were analyzed using Lowenfeld and Brittain's (1975) stages of artistic development, Northwest Regional Educational Laboratory (2004) writing levels, and Piaget and Inhelder's (1969/2000) stages of cognitive development. Drawing in the writing process created tangible images to help student authors in the primary grades increase their Six-Trait Analytical (Spandel, 2004) writing scores for Ideas, Organization, and Conventions. Students in the intermediate writing group also increased their writing scores in Ideas, Voice, and Conventions. In addition, the data revealed the student's stage of artistic development reflects his or her writing level and stage of cognitive development. The involved teachers believed aspects of the summer writing camp could be incorporated throughout the school year, and they wanted to learn more about using visualization in the writing process. This study provided insight essential to better understand how visualization embedded in the writing process influences struggling learners.

Master of Science / Department of Family Studies and Human Services / Ann D. Murray / This study investigated the effects of sound-producing toys on the social and cognitive levels of play in young children. Thirty-four pairs of children were observed (N=68), ages 3, 4, and 5 years, during 15-minute play sessions. The play conditions were: 1) farm set with sound, 2) farm set with no sound, 3) doctor set with sound, and 4) doctor set with no sound. Independent variables included age, gender, and the presence or absence of sound. Dependent variables included the percentages of time that children engaged in levels of social play (solitary, parallel, and group), levels of cognitive play (functional, constructive, and dramatic), and non-play. Overall, sound was marginally associated with more time spent in play. For group play there was a marginally significant sound by gender interaction, suggesting that sound doubled female group play. There was a significant sound by age interaction suggesting that 5-year olds engaged in group play more with sound than with no sound. A significant sound by gender interaction indicated that the presence of sound increased dramatic play in both males and females, but more so in females. A sound by age interaction indicated that 5-year-olds engaged in more dramatic play with sound than without. Three-year-olds also engaged in more dramatic play when sound was present. There was a significant sound by gender interaction indicating males engaged in more functional play than girls when sound was present. There was a significant sound by age interaction, indicating that 5-year-olds engaged in less constructive play when sound was present. In conclusion, young children were more likely to engage in play when sound was present. Sound enhanced the play of 5-year-olds who engaged in more group and dramatic play, but less constructive play, with sound-producing toys. Sound also enhanced the play quality of 3-year-olds, who engaged in more dramatic play when sound was present. Furthermore, sound enhanced the play of girls who engaged in more group and dramatic play with sound, and boys, who engaged in more dramatic play with sound. Limitations of the study along with implications for future research are discussed.