This thesis examines how, in a rural New Zealand ‘area school’, successful democratic parental and community voice was able to bring about the creation of an education alternative. While the parental initiative was in line with the rhetoric of Tomorrow' s Schools (1988) the contention in this thesis is that initiatives such as this were not intended by the legislation. Despite the fact that the initiative was stimulated by and explicitly invoked the rhetoric, the spirit of the legislation was philosophically opposed to this particular kind of innovation. The ‘Kiwi’ initiative emerged in 1993, five years after the legislation. The initiative centred around a request for an alternative education programme to be set up within ‘Takiwa School’. This alternative was modelled on Playcentre, a New Zealand Early Childhood Education model, which encompasses aspects of progressivism. Kiwi parents and Takiwa School personnel achieved a ‘school within the school’ for a segment of Takiwa community. Parents became fully involved in all aspects of their children's curriculum, from planning, through to delivery and assessment. This thesis examines the politics of the change process within Takiwa School. Three questions are central to this case study examination of change. These are: What were the parents asking for? How were the parents able to achieve what they were asking for? and What were the effects of the process on what it was that the initiative ultimately became? These three questions are examined in a sociological manner, from a critical realist approach. A range of theoretical tools are utilised; the central theoretical windows are a combination of Exit, Voice and Loyalty-which is provided by Hirschman (1970)-and the theories which are encompassed in the New Institutionalist approach. The central argument of the thesis is that it was a particular combination of conditions and motivations which made the Kiwi innovation possible. The possible replicability of the initiative is discussed. A key concern of the thesis as a whole is whether the set of circumstances in which the innovation transpired was unique. / Subscription resource available via Digital Dissertations only.

This thesis examines how, in a rural New Zealand ‘area school’, successful democratic parental and community voice was able to bring about the creation of an education alternative. While the parental initiative was in line with the rhetoric of Tomorrow' s Schools (1988) the contention in this thesis is that initiatives such as this were not intended by the legislation. Despite the fact that the initiative was stimulated by and explicitly invoked the rhetoric, the spirit of the legislation was philosophically opposed to this particular kind of innovation. The ‘Kiwi’ initiative emerged in 1993, five years after the legislation. The initiative centred around a request for an alternative education programme to be set up within ‘Takiwa School’. This alternative was modelled on Playcentre, a New Zealand Early Childhood Education model, which encompasses aspects of progressivism. Kiwi parents and Takiwa School personnel achieved a ‘school within the school’ for a segment of Takiwa community. Parents became fully involved in all aspects of their children's curriculum, from planning, through to delivery and assessment. This thesis examines the politics of the change process within Takiwa School. Three questions are central to this case study examination of change. These are: What were the parents asking for? How were the parents able to achieve what they were asking for? and What were the effects of the process on what it was that the initiative ultimately became? These three questions are examined in a sociological manner, from a critical realist approach. A range of theoretical tools are utilised; the central theoretical windows are a combination of Exit, Voice and Loyalty-which is provided by Hirschman (1970)-and the theories which are encompassed in the New Institutionalist approach. The central argument of the thesis is that it was a particular combination of conditions and motivations which made the Kiwi innovation possible. The possible replicability of the initiative is discussed. A key concern of the thesis as a whole is whether the set of circumstances in which the innovation transpired was unique. / Subscription resource available via Digital Dissertations only.

This thesis examines how, in a rural New Zealand ‘area school’, successful democratic parental and community voice was able to bring about the creation of an education alternative. While the parental initiative was in line with the rhetoric of Tomorrow' s Schools (1988) the contention in this thesis is that initiatives such as this were not intended by the legislation. Despite the fact that the initiative was stimulated by and explicitly invoked the rhetoric, the spirit of the legislation was philosophically opposed to this particular kind of innovation. The ‘Kiwi’ initiative emerged in 1993, five years after the legislation. The initiative centred around a request for an alternative education programme to be set up within ‘Takiwa School’. This alternative was modelled on Playcentre, a New Zealand Early Childhood Education model, which encompasses aspects of progressivism. Kiwi parents and Takiwa School personnel achieved a ‘school within the school’ for a segment of Takiwa community. Parents became fully involved in all aspects of their children's curriculum, from planning, through to delivery and assessment. This thesis examines the politics of the change process within Takiwa School. Three questions are central to this case study examination of change. These are: What were the parents asking for? How were the parents able to achieve what they were asking for? and What were the effects of the process on what it was that the initiative ultimately became? These three questions are examined in a sociological manner, from a critical realist approach. A range of theoretical tools are utilised; the central theoretical windows are a combination of Exit, Voice and Loyalty-which is provided by Hirschman (1970)-and the theories which are encompassed in the New Institutionalist approach. The central argument of the thesis is that it was a particular combination of conditions and motivations which made the Kiwi innovation possible. The possible replicability of the initiative is discussed. A key concern of the thesis as a whole is whether the set of circumstances in which the innovation transpired was unique. / Subscription resource available via Digital Dissertations only.

This thesis examines how, in a rural New Zealand ‘area school’, successful democratic parental and community voice was able to bring about the creation of an education alternative. While the parental initiative was in line with the rhetoric of Tomorrow' s Schools (1988) the contention in this thesis is that initiatives such as this were not intended by the legislation. Despite the fact that the initiative was stimulated by and explicitly invoked the rhetoric, the spirit of the legislation was philosophically opposed to this particular kind of innovation. The ‘Kiwi’ initiative emerged in 1993, five years after the legislation. The initiative centred around a request for an alternative education programme to be set up within ‘Takiwa School’. This alternative was modelled on Playcentre, a New Zealand Early Childhood Education model, which encompasses aspects of progressivism. Kiwi parents and Takiwa School personnel achieved a ‘school within the school’ for a segment of Takiwa community. Parents became fully involved in all aspects of their children's curriculum, from planning, through to delivery and assessment. This thesis examines the politics of the change process within Takiwa School. Three questions are central to this case study examination of change. These are: What were the parents asking for? How were the parents able to achieve what they were asking for? and What were the effects of the process on what it was that the initiative ultimately became? These three questions are examined in a sociological manner, from a critical realist approach. A range of theoretical tools are utilised; the central theoretical windows are a combination of Exit, Voice and Loyalty-which is provided by Hirschman (1970)-and the theories which are encompassed in the New Institutionalist approach. The central argument of the thesis is that it was a particular combination of conditions and motivations which made the Kiwi innovation possible. The possible replicability of the initiative is discussed. A key concern of the thesis as a whole is whether the set of circumstances in which the innovation transpired was unique. / Subscription resource available via Digital Dissertations only.

Doctor of Education / Department of Educational Leadership / David C. Thompson / The purpose of this study was to determine what school leaders believe is a suitable funding level for Kansas school districts and to simulate the effect and cost of selected findings. More specifically, three questions were examined: How much money do top leaders in each school district in Kansas believe is needed to provide a suitable education for all students in their school district? What would be a suitable per-pupil funding level for districts when examined by varying enrollment sizes if based on the perceived needs of school district leaders in Kansas? And, what would be the statewide cost to implement a suitable per-pupil funding level for districts of varying sizes based on the expressed needs of school district leaders in Kansas? To accomplish its purpose, the study was carried out in three phases. First, it examined research in the areas of school finance equity and adequacy, both of which influence how much money is distributed to schools. Second, this study surveyed top school district leaders in Kansas in search of their opinions regarding how much money is needed to provide an adequate and suitable education. Third, survey data provided the basis for selected simulations designed to estimate the effect and cost of proposed changes on individual school districts and the state of Kansas. The results of this study show that school district leaders widely believe more money is needed to meet performance mandates for regular education students, at-risk students, and bilingual students. When considering only regular education students, this study found that school leaders believe the state of Kansas is underfunding schools by $577 million. In addition, this study shows that at-risk students need an additional $246.6 million to be provided an adequate education, while bilingual student show nearly another $18 million of need. Some school districts in Kansas have managed to offset the perceived under-funding by utilizing local tax options beyond base state funding. These local options, however, are subject to voter approval and lead to concern by some over equitable and adequate funding for all school districts in Kansas.

Doctor of Education / Department of Special Education / James Teagarden / Gerald Bailey / Finding qualified teachers is a growing concern to school districts nationwide. Special Education is one of those areas that is highly in need. Researchers have suggested the reason for these shortages is not recruitment of special education teachers, but the retention of special education teachers. The research has also shown that lack of effective building administrative support may be a critical factor in a teachers’ decision to stay or leave the field. This study was developed to determine what administrative behavior special education teachers value the most. Additionally, this study sought to find out if there were differences in the administrative behaviors that special education teachers value and what building administrators perceive to be of value. A survey was sent electronically to a random sample of convenience to 200 special education teachers and 200 building administrators in the state of Kansas; 276 surveys were returned. The survey collected data to determine the perceived value of administrative support behaviors by the special education teachers, and any differences of the perceived value of administrative supports by the building administrators. The survey items were categorized into four subgroups of administrative behaviors: emotional, environmental, technical, and instructional. The administrative behaviors of most value to the special education teachers were those that were emotional in nature. Respondents reported that the most valued support actions included providing praise and acknowledging that the teacher makes a difference, supporting the teacher in front of parents, and trusting the teacher’s judgment. Findings also indicated that there were statistically significant differences between what administrative supports special education teachers valued and what building administrators perceive to be of value to special education teachers, with the exception of the technical administrative support actions. These findings suggested that it would benefit school districts positively to implement strategies to evaluate the emotional support provided and desired by their special education teachers as one method to reduce special education teacher attrition. One way of ensuring administrators provide these supports is to hold them accountable, perhaps through policy change in the evaluation process. With recent legislation such as No Child Left Behind, mandating all students receive a quality education form qualified teachers despite the current shortage of special education teachers; administrators must implement strategies to reduce teacher attrition.

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / Much of the research on women advancing in higher education has been focused on the external barriers and how to break down the barriers. Initiatives and programs have been implemented, but the number of women in upper-level administrative positions in higher education, although increasing, is not increasing in proportion to women's overall numbers in education and the work force. The structure and processes at work in a particular situation can change more readily than changing people's behaviors directly. With this in mind, the purpose of this study was to take a positive approach by looking to women who have reached the upper-level administrative arena and investigate what influential factors were responsible for motivating them to this achievement. This qualitative multi-case study used the elements of Bandura's Model of Reciprocal Determination, specifically self-efficacy, personal behavior, and environmental factors to determine the factors motivating women to upper-level administrative positions. Eighteen women who have reached the upper-level administrative positions (e.g., provost, vice-president or vice-provost) at land-grant universities were interviewed. The themes of this study suggest that support groups and individual mentors were important motivating factors because these groups and individuals encouraged, coached, and supported women administrators on their decisions to enter higher education and then as they pursued upper-level administrative positions. In addition, women felt successful when they were able to be the nurturers, assisting and influencing others to succeed. Also, the women administrators recognized the need for knowledge, skills, and experience to assist in their career advancement. Furthermore, they emphasized developing and evaluating personal values, and ensured their personal values fit with institutional values. At the same time, women administrators stressed the value of time and the choices they made to balance time between work and family and between work and personal time. Recommendations to implement initiatives to promote and support the motivational factors identified in this study are discussed.

Master of Science / Department of Journalism and Mass Communications / Joye C. Gordon / The goal of this graduate-level report is to establish a research-based communications plan for the Centralia High School Alumni Association (CHSAA) in order to build permanence in relationships between alumni members and the school, as well as, to secure the financial future of the organization. The project will follow a standard public relations RACE (research, action, communication, and evaluation) model. Background research summarizing current trends in the economy, fundraising, donor motivations and solicitation tactics; CHSAA and the environment that surrounds the organization, the school, and businesses in the communities; intervening publics and primary research is analyzed. As a result of the background analysis, four key publics and corresponding strategies and tactics to reach those publics are identified. A campaign budget is proposed; a two-year time period is shown for implementation of created tactics; and finally, evaluation criteria are listed to provide CHSAA with mechanisms for measuring progress toward the end goal of CHSAA being a permanent fixture for Centralia Schools, its alumni members and surrounding communities.

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 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.