<p> Six charter schools in California have aligned their fiscal management and special education services to create a power base that protects their diverse approaches to schooling. This qualitative case study offers an insider's perspective on how these schools came to working together and how neighboring districts have been affected. Using the lens of special education services and analyzing data gathered through interviews and documentation, this study demonstrates the effectiveness of a model that can transform the school district landscape.</p>

<p> The arts represent a range of visual and performance based fields that have shown to have profound intrinsic and cognitive benefits. Building on this premise, one of the emerging ways to integrate the arts with other academic disciplines is the inclusion of the arts with the Science, Technology, Engineering, and Math (STEM) learning, renaming it STEAM. This qualitative study aims to understand the experiences of individuals that have pioneered university programs that integrate the arts with STEM and to share student learning experiences within these interdisciplinary programs. Bolman and Deal's theories of organizational development, sociocultural theory, and experiential learning theory are the three guiding frameworks in the analysis of leadership and student learning in the selected university programs. Using a collective case study methodology, I compare and contrast extant and interview data to paint the picture of two distinct university programs.</p>

<p> The purpose of this study is to focus on the Obeys college and career investments and determine: Obeys expectation for a plan to address Oregon college and career readiness; how these investments align to high school students' successful completion of at least nine college credits prior to high school graduation; how successful Eastern Promise as. non-Eastern Promise high school students are in completing at least nine college credits prior to high school graduation; and how scalable the Eastern Promise early college program is statewide. The study investigated a purposeful sample of high schools participating in Eastern Promise compared to a purposeful sample of non-Eastern Promise high schools in an effort to determine how many students acquired at least nine college credits prior to high school graduation, graduate from high school in four years, and enroll in a post-secondary institution the following semester. </p><p> After a single year of pilot data, the Eastern Promise is lacking substantial and adequate quantitative data to determine how effective the Eastern Promise is in students completing at least nine credits prior to high school graduation, graduating from high school, and enrolling in a post-secondary institution as compared to a control group of Eastern Oregon high school students. Eastern Promise data availability for 2012-2013 is strictly limited to credit by proficiency overall performance by college course and only represented by academic grade and pass/withdraw rates. </p><p> The OB investments for the Eastern Promise have been allocated so $2,000,000 will support the existing program in Eastern Oregon, and another $2,000,000 will be allocated to scale the Eastern Promise across Oregon through the RIP process. Structured and operative supports for diverse students' needs to ensure that all students have the opportunity to take college courses through the Eastern Promise could address at-risk student access.</p>

<p> As California classrooms grow more and more diverse, there is a strong need for teachers to understand the cultural and language differences that may have an impact on students' learning. A learner's culture and language can be an asset to learning. It is critical for teachers to utilize diversity to drive curriculum and pedagogy, instead of viewing differences as a deficit. Teacher leaders, more than formal administrators, can provide meaningful and relevant support to classroom teachers and may be able to positively influence teacher growth and change (Mansfeld &amp; Volet, 2010). </p><p> This study used surveys, interviews, and observations to identify the beliefs of teacher leaders as well as their positive actions in supporting classroom teachers who teach culturally and linguistically diverse students. This research identified teacher leaders with or without formal titles and their beliefs toward diversity. Teacher leaders with positive beliefs were identified, and their actions were analyzed in order to examine the positive actions of effective teacher leaders. The findings of this research can substantiate the importance of beliefs, especially in teacher education programs. This study has possible implications for professionalizing teacher leadership through doctoral programs and/or licensure opportunities.</p>

<p> This dissertation was aimed at providing information on developing and sustaining public-private partnerships (PPPs) in early childhood education as a way to increase efficiency and effectiveness on how resources are allocated. This study also emphasizes how teachers are perceived and supported within the PPP context. Studies have shown that investing in early childhood education yields the greatest gains to one's life and society at large. Yet, the early childhood field continues to battle waves of budget cuts while striving to convince policymakers and the public that early education is critical and necessary. </p><p> Although PPP presents itself as a new way of doing business by combining resources from the public and private sectors and redistributed based on the shared goal and vision of the PPP, there is limited research on PPPs and even more scarce specifically related to early childhood. The goal of this study is to provide exposure to the early childhood field on how PPPs can be formed and sustained using the Educare model as one example of a PPP in early childhood. </p><p> This was a qualitative designed to capture rich conversations and experiences of research participants that are relevant and appropriate to the early childhood field. Grounded theory was used in this study to learn from research participants' perceptions of PPPs based on their experience and expertise in PPP and early childhood education. </p><p> This study used theoretical sampling to target research participants at a specific Educare development site to capture real time and real life experiences in developing a PPP in early childhood education. The Educare model was developed by the Ounce of Prevention Fund in 2000 aimed at "narrow[ing] the achievement gap for students in high-risk communities" (Ounce of Prevention, Educare schools, 2011). The Educare model has set requirements for teachers and all related job categories that will work in an Educare school including professional development requirements. The Educare school also has a salary structure that is competitive to the local public elementary schools. </p><p> Five themes were identified in the findings and discussed in relation to the significance of this study. The findings from this study have implications for early childhood administrators, educators, funders, advocates, and the field at large on maximizing the usage of existing resources. The findings from this study, including questions raised, are significant in development of partnerships in early childhood education.</p>

<p> This non-experimental dominant-less dominant mixed-methods study examined data specific to principal and teacher perceptions of the leadership support for Indian Education for All (IEFA) professional development in their school. The data from each instrument were compared to (a) the administrators' and teachers' Peak Stage of Concern of the Indian Education for All innovation, (b) the highest IEFA training level attained, and (c) the amount of time that administrators and teachers report spending on supporting and implementing IEFA in their school and classroom. Spearman's <i>rho</i> correlations were utilized to examine these relationships. </p><p> This study examined if the level of leadership support, or the level of training received by teachers, had the stronger relationship to the teacher's highest stage of concern. Additionally, this study examined which factor&mdash;the level of leadership support, or the level of training received by teachers&mdash;had a stronger relationship on the amount of time spent on implementing the Indian Education for All innovation in the classroom. </p><p> Leadership support was defined by the <i>Standards for Professional Learning</i> (Learning Forward, 2011), and measured by the Self-Assessment Inventory 2 (SAI2). The Peak Stage of Concern is identified by scores on the Stages of Concern Questionnaire (SoCQ) and is useful in determining a teacher's "readiness" for implementation of a new program in their classroom (George, et al., 2008). The levels of IEFA training were defined by the Montana Office of Public Instruction's three-tiered training model. </p><p> Statistically significant relationships were found between the Highest Level of IEFA Training completed by the teacher to that of two other variables (a) the teacher's Peak Stage of Concern, and (b) the actual amount of time the teacher implements IEFA in the classroom. The data from this study revealed a clear indication that the highest level of IEFA training the principal participated in had a positive and statistically significant relationship to the teacher's highest level of IEFA training. This study found that it is the level of IEFA training completed by the teacher that has the stronger relationship to both the teacher's stages of concern and their classroom implementation of the mandated initiative.</p>

<p> This qualitative study determined the role that high school principals have in leading the implementation process of Response to Intervention (RtI) within their high-school mathematics curriculum. School districts that have not met Adequate Yearly Progress (AYP) need to change instructional practices in order for struggling and failing students to achieve success. RtI is a process that is used to support student learning and improve teacher instructional practices to achieve that success, but many mathematics teachers are in need of leadership and direction in order to accomplish this task. As a qualitative study, subjects were interviewed in order to learn about their RtI implementation process in their high schools' mathematics curricula. This study sought to find the core components essential for successful implementation of RtI within their schools' mathematics curriculum and the leadership responsibilites, of a high-school principal, that influence the implementation process within a high school mathematics curriculum. A comparison analysis of the data was done to identify trends of the implemenation process amongst the schools. Data was collected through electronic interviews from principals of the participating high schools. The participating high schools had at least 80% of the general education students meeting AYP in mathematics. A seven step process was used to analyze the data. Data revealed that transformational leadership qualities are a necessary component for successful implelentation of an initiative as RtI. From the analysis, further research will be determined.</p>

<p> Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged. </p><p> My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education. </p><p> The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.</p>

<p> This dissertation examines the ways in which mid-career intermediary early care and educations leaders, "change agents among change agents," have prepared themselves for leadership roles given the lack of articulated competencies and pathways to ECE leadership. Thousands of ECE leadership roles in which persons are responsible for informing, developing and implementing policy and practice standards for the ECE field, and working in politically charged settings, are being filled across the country. Yet little is known about those filling these roles and scant attention has been paid the educational and professional development needs of these leaders. This study used a constructivist grounded theory methodological approach to learn about the lived experiences of nine mid-career intermediary leaders, and from this derive a contribution to a theory of essential skills, knowledge, and experiences for effective ECE leadership. Findings indicate that participants in this study, regardless of whether they had prior experience in the ECE field, identified a need for leadership development focused on developing subject matter expertise about the ECE system, political strategies, and communication skills. Findings also indicate that participants experienced a range of challenges as leaders based on age, and that participants of color also experienced leadership challenges because of their race. Findings further indicate that participation in in-depth ECE-based leadership programs and relationships with mentors helped to fill in some knowledge gaps and mitigate some of the challenges experienced because of age or race. The results suggest that a lack of attention to the development of a diverse cadre of field leaders has led to a knowledge gap in the acquisition of leadership competencies, and has undergirded generational and racial tensions among field leaders, amplifying the need for further research to inform policies, programs, and practices to support the development and promotion of a diverse, well-prepared leaders.</p>

<p> This longitudinal study highlights changes to the demographics of the superintendency for the 15 year period from 1996 through 2011 and career paths of those New Jersey superintendents in position in 2011. The findings are for all districts in New Jersey as well as contextually based on the districts&rsquo; geographic locations, socioeconomic standings, and school configurations. The purpose of the study is to provide thought provoking findings and stimulate research of administrative leadership in education. </p><p> Demographically, the most significant change during the 15 year period is the number of female superintendents. From 1996 until 2011, the percentage of female superintendents rises from 13% of all New Jersey superintendents to 28%. Socioeconomically, the largest increases in female superintendents occur in the two highest socioeconomic groupings. </p><p> Average annual salaries rise from $100, 912 in 1996 to $167,905 in 2011 for New Jersey superintendents. When separated by gender, in 1996, the average salary for women is 6% less than the average male salary. In 2011 female superintendents earn 7% less. Racial/ethnic minority superintendents earn more than the average annual income for all superintendents for the entire length of the study, from a 9% differential in 1996 to 12% in 2011. </p><p> While the career paths for the New Jersey superintendency typically move through the education system, from teacher to principal to assistant superintendent. A second career path appears to be emerging with 18% of the 2011 superintendents recruited from outside the New Jersey educational system. </p><p> Superintendent movement between districts and out of the system impacts districts through high turnover rates. While statewide tenure for superintendents averages at five years, in the context of district grade configurations, the average tenure for superintendents in k-12 and k-8 districts drops to 2.7 years and increase to 7.5 years for superintendents in special school districts. Socioeconomically, average tenure for the poorest and two wealthiest socioeconomic groups (DFG A, I, J) is at 2.7 years.</p>