<p> Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that used a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants' perception of students with disabilities as inferior, and how retention as punishment asserts the school's power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.</p>

<p> Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana. </p><p> This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban. </p><p> The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined. </p><p> The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated. </p><p> The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.</p>

<p> Throughout the nation, teacher unions are under fire. Their popularity in recent polls shows Americans see teacher unions as a negative influence on public schools; however, the polls also indicate Millennials express favorable opinions of and support for unions.</p><p> The primary objective of this quantitative study was to examine Millennial teachers' perceptions of the California Teachers Association (CTA) and their local unions. Using surveys, interviews, and document analysis from union leaders representing multiple school districts in Orange County, California, this study explored views of their profession, education reform, union leadership, and the role of the union in representing Millennial teachers. Once data was collected, themes were illuminated to identify common perceptions among the participants to determine the future of teacher unions in California.</p><p> Findings from the study suggest that Millennials' views on wages, benefits, and working conditions are not contradictory to those held by veteran colleagues. However, Millennials recommend a more inviting approach to generate more Millennial involvement in teacher unions. Finally, Millennials suggest the status quo change to be more open to reform and flexibility in teacher evaluations, tenure, and the traditional workday. This study provided data that suggests that Millennials' perceptions of the function of the union are that it should continue to play its historical and traditional roles of negotiating contracts and protecting working conditions, but as union membership changes the perceptions of union members have moved into the 21st century.</p>

<p> Public education in the United States has seen many changes over the years. Some of those changes came in response to what are now recognized as clear problems with religious liberty in the common education system adopted in the mid 1800's. This dissertation reviews past and current ideas related to religious liberty and the larger issue of liberty of conscience (Nussbaum, 2008) in education and pursues a research question by considering past and current issues. Does a system of general, mass education necessarily infringe upon students' liberty of conscience? This question is pursued following a Deweyan framework of philosophy of education wherein a "felt difficulty" is identified, information is gathered to apply to the difficulty, and possible solutions to problems identified (Dewey, 1938).</p><p> I begin with a discussion of liberty of conscience and a discussion of some of the conflicts included in a system of mass education. This establishes the structure of the difficulty, or problem. The history of the public education system in the United States is reviewed with a focus on the common education system adapted in the 1830's along with relevant issues related to religious intolerance. Improvements in the respect for religious diversity applied to that system over time and improvements proposed but not yet fully implemented are discussed. Ideas from religious intolerance literature is introduced to add insight and expose the larger issue of liberty of conscience including how those ideas can be applied to educational systems. The process of religious intolerance (Corrigan &amp; Neal, 2010) is developed into an architecture of religious intolerance that can assist with identifying this type of intolerance in educational settings.</p><p> I argue that while many of the strongest issues of religious intolerance in public education have been resolved, many problems still remain. I will also argue that the intolerance is not limited to religious intolerance but includes intolerance for ideas stemming from many different epistemic foundations. This will lead to a consideration of an idea I have labeled as epistemic intolerance. These arguments support an answer to the research question, which is that a system of general, mass education does necessarily infringe on students' liberty of conscience if one or more cultural majorities centrally control that system of education.</p>

<p> The term &ldquo;at risk&rdquo; is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles that are intended to simplify student understanding and awareness and allow for clear reporting. The purpose of this study was to demythologize the concept of &ldquo;at risk&rdquo; by creating the conditions for student voice and critical dialogue to emerge, through the use of narrative inquiry. This research hoped to provide an outlet for young people to find and use their own voices, while finding their own place within their lived histories. The research also aimed to raise awareness of the reality of the contemporary U.S. educational system: we often create policies and programs without considering the perspectives of the young people whom these services are designed to serve. Through critical narrative inquiry, six former student's engaged in unstructured interviews and a focus group. Through analysis of the data set, five themes emerged and include 1) relationships with bicultural adults who understand, 2) instrumentalizing pedagogy, 3) the impact of money-driven policy, 4) the awareness of limitations of opportunities, and 5) the overall theme of the transparency of hegemony. This research hoped to problematize the label in an effort to move toward an emancipatory understanding of how we speak about young people and make sense of the circumstances these young people must navigate through their education and their world.</p>

<p> In partial response to poverty, food insecurity, and other risk factors believed to adversely impact academic achievement, school districts have begun to implement the Breakfast in the Classroom (BIC) program. While research identifies health, nutrition, and achievement-related benefits of school meal programs, few studies focus on leaders' perceptions of the BIC program. The purpose of this study was to examine the perceptions of district and school leaders on the BIC program implemented in their schools, as well as to examine their recommendations for long-term program success. </p><p> This case study employed Bolman and Deal's framework through which structural, human resources, political, and symbolic aspects of the BIC program were examined at two elementary schools. Twelve participants were interviewed. Findings indicated that leaders perceived the BIC program to be a valuable social program with benefits that outweighed its flaws. They recommended the importance of school-site support, implementation differentiation, an improved menu, and the establishment of a food donation program or classroom food storage system to ensure BIC program success.</p>

<p> Violence among America's youth, both in schools and in their surrounding communities, has become a serious concern as a public health issue with physical, economic, social, and psychological consequences (Cooper, Faccia, Hepworth, &amp; Lutenbacher, 2003). School districts are now required to provide safe learning environments under the guidelines of the NCLB (Greenberg, 2004). The programs available to assist school districts in combating this aggressive behavior can be costly and often times ineffective for long term results. </p><p> The purpose of this qualitative mega-analysis is threefold. The first purpose is to identify the intervention methods used most often as prevention and/or repair strategies for aggressive behavior among school-age students by analyzing prior quantitative research on the topic. The second purpose is to create a qualitative mega-analysis of behavior intervention strategies that is easier to understand for teachers and school districts while adding to current research in the field. The third and final purpose is to help schools minimize costs and give them the tools needed to identify their greatest school and/or district need, detect common situations, and solve their own problems.</p>

<p> Private liberal arts colleges are uniquely American institutions whose very existence is due to the philanthropic generosity of individuals and organizations (Thelin, 2004). They receive little direct government support and rely on tuition revenues, endowment earnings, and philanthropy to balance their budgets, making them susceptible to shifts in the economy (Balderston, 1995). How these institutions plan for the future and how philanthropy factors into these plans was an important question to examine (Connell, 2006). This study addressed deficiencies in the literature by providing an in-depth view of how the constituencies of a singular four-year, private liberal arts college believed that philanthropy affected a strategic planning process and how administrative decision-making models were used during this process. </p><p> The following research questions were addressed: a.) How did philanthropy affect planning for capital projects within a strategic plan? b.) How did philanthropy affect the focus of current and future academic offerings of an institution? c.) How did philanthropic considerations affect the organizational structure which supports the fulfillment of the strategic plan? A total of 23 key informants were interview for this study and 58 pages of materials were reviewed. Using case study methodology provided practitioners and scholars with a deeper understanding of how philanthropy and strategic planning have a mutual influence upon one another. Also, exploring how decision-making models were utilized in this process provided an important insight into the practice of shared governance and decision-making at a liberal arts college. </p><p> It was evident during the case study of Selective College that philanthropy did play a role in facility planning, and the implementation of new value-added academic and co-curricular programs. The core mission, values, and academic focus of Selective College were not altered due to the influence of philanthropy during the strategic planning exercise. In addition, new administrative positions were created to increase philanthropic revenue. There was also a focus on increasing revenue through tuition and fees leading to investments in admissions and marketing efforts. A new form of institutional decision-making emerged during this study which allowed for feedback, but resulted in institutional leadership making final decisions with a focus on increasing revenues.</p>

<p> Time-based reform proposals are founded on the assumption that more time in school will produce great learning outcomes. Research shows that when schools adopt time-based reform initiatives, there are certain considerations that they should make and methods they should follow to ensure the change produces the outcomes intended. This was not the case in a local Archdiocese where a calendar extension was adopted by several elementary schools. </p><p> This qualitative case study focused on the adoption of a calendar extension at one Catholic elementary school. The researcher gathered data from the pastor, principal, teachers, parents, and students to determine how these stakeholders envisioned the outcomes of this change, how they perceived the time was being used for curricular, co-curricular, and extra-curricular purposes, and the challenges and opportunities that they felt existed after three years of implementation. Data collected over a four-month period included classroom observations, stakeholder interviews, focus group meetings, and document analysis. </p><p> An inductive analysis of the data collected was used to determine emergent themes and domains within the school. The seven themes that emerged include: decision making, planning and implementation, advantages, financial motivations, the culture of teaching, leadership, challenges and complications of the extended calendar. </p><p> Recommendations include the need for school leaders to familiarize themselves with change management techniques including setting a shared vision, establishing a collaborative implementation plan, and developing a system of assessment prior to embarking on school reform.</p>

<p>Media outlets have propagated news about teen suicides resulting from bullying and harassment because of perceived or identified sexual orientation and gender identity. However, the issues of bullying and harassment based on sexual orientation and gender identity are rarely addressed at the elementary school level because of limited resources, little training, and low incidences of such reported events. </p><p> The purpose of this study was to explore the attitudes and knowledge of elementary school principals in one Southern California school district regarding LGBTQ-related issues and to identify the requirements principals deem necessary in order to create a safe learning environment for LGBTQ students. The study relied on two sources of data, including a survey and individual interviews. After data was gathered, it was analyzed to determine common themes among participants. </p><p> Three major themes emerged from the qualitative study that connected principals' experiences and attitudes regarding the integration of LGBTQ topics in the school curriculum and LGBTQ bullying at the elementary school level. The themes included a) affirmative views that personal backgrounds influenced attitudes regarding LGBTQ issues, (b) adequate or sufficient education not provided for principals at the school district level, and (c) elementary school environments were not safe learning environments for students who identify as or are perceived to be LGBTQ. </p><p> Based on the findings of this qualitative study, three recommendations were made to assist principals in their efforts to create safe learning environments for LGBTQ elementary school students and to integrate LGBTQ topics into the classroom. These recommendations included, (a) provide elementary school principals with professional development opportunities on LGBTQ topics, (b) educate parents on LGBTQ issues, and (c) include information on LGBTQ bullying and harassment in school discipline policies and safe schools plans. </p><p> Elementary school principals are not provided with sufficient professional development and resources to address the issues of bullying of LGBTQ students or the integration of LGBTQ topics into the instructional program. This study contributed to the extant body of literature that exists to support school leaders in providing LGBTQ students with safe learning environments and information on the integration of LGBTQ related topics into the school curriculum. </p>