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.

Master of Arts / Department of Curriculum and Instruction / Thomas Vontz / The Honor Flight Network is a national non-profit organization based out of Springfield, Ohio, with the mission to “transport our heroes to Washington D.C. to visit and reflect at their memorials.” Kansas Honor Flight – Wamego High School pairs high school students from the local chapter of the National Honor Society with area veterans. This experiential service-learning project provides America’s next generation the opportunity to connect with and learn from America’s “G.I. Generations.” Veterans of World War II, the Korean War, and the Viet Nam War are accompanied by student-guardians who serve as their assistants and guides. The avowed mission is accomplished with students first and foremost providing service for their veteran through the duration of the trip. Yet, the promise of the journey is realized when the student-guardians are able to witness the memorials through the eyes of those who exemplified courage, fortitude, patriotism, service, and sacrifice – flesh and blood representatives of civic virtue. Similarly, the veterans behold the beneficiaries of their sacrifice providing respectful service; virtuous acts voluntary, not obligatory. Different generations of constitutional stakeholders – those who actively preserved the republican experiment, others preparing to be engaged participants therein – experiencing hope for the future as well as gratitude for those who came before. This report includes a narrative of the inaugural mission of Kansas Honor Flight – Wamego High School. Using said narrative as exemplar of following flights, the report chronicles the creation of bridging social capital through implicit reciprocity and the emergence of intergenerational trust-building. The spanning of generations is discussed through the sharing of enduring republican principles. Heroes are democratized as witness is bore by the soldier who lived to tell the tale.

Doctor of Philosophy / Curriculum and Instruction / Charles Heerman / This was a case study of two middle schools in New Mexico. Using organization for instruction (Marks and Louis, 1997) as a crux, the purpose of the building level study was to explore the elements of school leadership, instruction, and middle level program and to infer aspects of language policy. The needs threshold was based on the timeliness of reexamining linguistic diversity and on the importance of language concerns in education, principally as they related to ELLs and other linguistically diverse students. The problem stemmed from dynamic, culturally evolving changes in the environment of the two middle schools under study. Changes from economic factors, district leadership, immigration, and demographic shifts in the local area affected the two buildings’ capacity to effectively deliver educational and language services. The significance of the study maintained that school level language planning was rapidly becoming a competing theme in the process of education and required attention in light of important environmental and sociological factors. Metaphor was employed to help symbolize increasing complexities (e.g., array of special interests, human and individual diversity, etc.) found in context of the school with reference to organization, leadership, instruction, and program. Since the research was a case study, no hypotheses were formulated; instead a major research question and four sub questions were posed. A mixed method, multiple sources of information methodology was used in the collection and analysis of data. Twenty (N = 20) participants made up of building leaders (n = 4) and teachers (n = 16) were interviewed. Tables of student achievement scores were presented along with other demographic data. Although interviewees reported sensitivity to linguistic diversity, findings pointed to a lack of knowledge about language policy at all levels on the part of building leaders and teachers. Implications drawn described the important role language policy formation could play in educational structuring of middle school programs and instruction. A list of recommendations provided criteria to follow in making decisions about the feasibility of conducting school level language planning and made suggestions for further research. An extensive bibliography of relevant sources and transcripts of interviews were provided.

Doctor of Philosophy / Curriculum and Instruction Programs / Charles R. Oaklief / This study investigated the strengths and weaknesses of the McNair program at the three Kansas Regents institutions. The population included 259 former McNair program participants from Kansas State University (KSU), the University of Kansas (KU), and Wichita State University (WSU) who graduated with baccalaureate degrees between 1996 and 2004. These alumni were asked to complete a two- part survey. Part one collected data on McNair alumni perceptions of the strengths and weaknesses of the program on a thirty-three item, five-point Likert scale. Additionally, part one collected data on McNair alumni recommendations regarding the amount of emphasis that should be placed on program services and activities. Next, part two collected selected demographics. This provided useful data to examine how selected demographics relate to program perceptions. One hundred and thirty-seven of the 259 McNair alumni completed the survey. Overall, the results of the data suggested that they perceived the services and activities to be more of a strength than a weakness. Also, the recorded comments by the alumni indicated that their experiences as McNair scholars were positive. McNair scholar alumni recommended providing more assistance with how to interview prospective faculty mentors, obtain financial assistance, and stay abreast of resources that would increase the number of McNair scholars enrolling in graduate school and completing a graduate degree. Further study is recommended to survey McNair alumni who have completed doctoral degrees regarding the need for services that would help strengthen areas that were perceived to be weaker than others. These areas include “Enrollment in a Graduate School Program Leading to a Doctorate Degree” and “Selecting and Working With a Faculty Mentor”. Additionally, further study is recommended to investigate how alumni differ in their perceptions of the strengths and weaknesses of the McNair Program by major field of study.

Doctor of Philosophy / Curriculum and Instruction Programs / Kay A. Taylor / This qualitative multiple participant case study examined Mexican American women‘s experiences at the intersection of race and gender in public high school. Mexican American women‘s experiences cannot be isolated and described independently in terms of either race or gender. The intersection of race and gender for Mexican American women has not been investigated fully. The few studies that include Mexican American females focus on dropouts and emphasize at risk factors such as gender, race, socioeconomic status, and language. Consequently, the gaps in the empirical literature are caused in part by the shortage of research on Mexican American women and the propensity toward examining Mexican American women from the deficit perspective. Critical Race Theory was the framework for the analysis and the interpretation in this study. The significant findings of this research support CRT, in that racism is prevalent and ordinary in the daily the lives of Mexican American females. The findings of the study included: First, racism is endemic and pervasive in public education. Second, colorblindness is the notion from which many educational entities operate. Third, the participants perceive social justice as the solution to ending all forms of racism and oppression. Finally, navigating the system is necessary to learn to be academically successful. The results contribute to the limited research on Mexican American women at the intersection of race and gender and the racism experienced in public high school to the overall CRT research in education, and in particular, to LatCrit research.