Graduation date: 1990

The purpose of this study was to provide a comprehensive and descriptive study of the Oregon Mentorship Program. The study examined literature on adult mentorship programs particularly related to education and educational administration, and gathered mentor and protege perceptions on the personal and professional usefulness of program activities and characteristics. The analysis of the data may provide guidance for future formal mentorship programs designed to prepare better beginning administrators in the field of education. Data were gathered utilizing a questionnaire. All participants in the program (77 mentors and 79 proteges) were surveyed with an instrument designed around the follow-up study model. Statistical analyses of the data were based upon 55 mentor and 57 protege respondents. Chi square, mean, t-test, and Kendall's coefficient of concordance were used to determine significant differences among mentors and proteges. Two qualitative methodologies of analysis, phenomenology and development of a category system for analysis which seeks convergence and divergence were also applied to the responses. Major findings of this study were grouped as perceptions, structure, logistics, participant relationships, and demographic. Mentors and proteges had few differences in the way they perceived the mentorship program. Mentors and proteges did not agree on the significance of same/different gender mentor/protege pairings. Age differential between mentors and proteges was also not found to be a significant factor. Structurally, proteges more than mentors felt that directives and guidelines were unsatisfactory. Proteges did not agree that satisfactory year-long goals were established. Logistically, proteges were more likely to come to mentors than mentors to proteges. No significant differences existed in any of the items concerning the participant relationship category: mentors and proteges responded in similar ways to each of the questions. The study recommended future actions to enhance the Oregon Mentorship Program and made recommendations for further research into formal mentorship programs.

Attitude measurement problems are discussed within the context of a contemporary movement in the field of education. A restricted definition of the alienation construct is suggested as a theoretical framework within which research in this area could be conducted. Construction and validation data on an instrument designed to measure attitudes toward work are reported. Pre and posttest scores (using the above measure as well as the Rotter I-E Scale) of two high school Career Education programs were compared. Neither program produced significant mean attitude change in terms of these measures. However, change detected by increase in the variance on the I-E measure was significant in one program. Also, correlational data between the attitude scores and scores on two different course achievement tests indicate that the attitude and achievement variables are associated. A model for research connected with the implementation of future innovative Career Education programs is suggested.

This study attempts to assess short term behavioral changes, as measured by the Hewett Behavioral Checklist in emotionally handicapped children enrolled in three of the special education classrooms.

The purpose of this research study was to examine the impact of the consulting teacher model on referral and verification rates to special education. A population of schools which implemented the model (N = 17) was compared with a randomly selected comparison group of schools which did not (N = 30). All schools were from the Portland, Oregon, Public School District. The research was designed to cover a three school year period of time (1987 to 1990). Three different types of data were collected: the number of children who were discussed at regular education pre-referral meetings, the number of children who were referred for special education assessment and the number of children who verified as eligible for special education services. Three primary research questions addressed (a) the impact of the consulting teacher model on the number of children in the process, (b) the longitudinal impact of the model on referral rate accuracy and (c) referral rate accuracy differences between the consulting teacher and comparison group schools. Results from the first question indicated a difference in the numbers of children discussed at the initial regular education pre-referral step; 17 more children were discussed in the consulting teacher schools. Differences were also found between the 1987-88 school year and every other year; seven more children were in the process in the first year of the study than in the later years. Results from the second question found that length of time on the model does have a significant effect on referral rate accuracy in the consulting teacher schools. Two differences were found in this question: an increase in referral rate accuracy between years three and four and a decrease in referral rate accuracy between years four and five. Results from the third question indicated no differences between the type of school and school year. Referral rate accuracy remained the same in both the consulting teacher and comparison group schools throughout all three years of this study. / Graduation date: 1992

Within the past decade the emphasis in school finance research has been toward formulating financing models to solve the inequities in educational opportunity. School finance research has concentrated, generally, on structuring school finance alternatives based on school district fiscal behavior. However, these studies did not analyze in detail the school finance alternatives' impacts on the individual taxpayers. The problem remains that, while various school finance alternatives may attain equal educational opportunity by equalizing the level of expenditures among school districts, they could expand the tax burden distribution inequities. Policy analysis allows one to develop a rational policy procedure on empirical evaluation of policy alternatives designed to achieve a set of objectives. The analytical methods employed by policy analysis procedures are the foundation of this research's conceptual framework. This research is oriented toward decision-making and intends to be a guide to policy action. Policy suggestions for reform concentrate on three crucial areas: (1) to change the content and the elements of the equalization formulas; (2) to increase the level of state support; (3) to adopt a full state assumption of public education finance. These policy suggestions focus on the revenue formation and revenue distribution functions. This dissertation analyzes the operating school finance system from a school district fiscal profile perspective. It also constructs an analytical model and tests the school finance alternatives' impacts on the individual taxpayer-voter from a tax burden redistribution perspective. The fifteen unified school districts in the Portland metropolitan area of Oregon were chosen as the test ground for this research. The procedures for this policy research study are as follows: (1) the social objectives, equal opportunity and equity in tax burden distribution are defined as the basis by which the school finance policy alternatives are analyzed; (2) alternative school finance policies are identified and selected according to a criterion of political feasibility; (3) the necessary data is collected and simulated according to the specifications of the policy alternatives; (4) the resultant tax burden redistribution of policy alternatives are identified; (5) results are analyzed to determine the comparative advantages of alternative school finance policies. Analysis of the school district fiscal profiles under the 1975-1976 school finance system indicates considerable differences in school district fiscal capacities. Moreover, state aid distribution based on the property wealth of school districts is not sufficient to equalize these differences. It is evident that the state of Oregon's share in financing public schools is insufficient to override the horizontal and vertical burden distribution inequities. This research indicates that, changing the state aid distribution formulas without increasing the level of state support, may reduce disparities in fiscal capacities among school districts. However, it is evident that such reform alternatives are not effective measures to reduce the existing tax burden distribution inequities among individual taxpayers. This study concludes that centralization of revenue formation functions, by, increasing the level of state support to public schools, will reduce the existing inequalities in tax burden distribution.

In this interpretive phenomenological research study, making meaning of teachers and children's experiences of Reggio-inspired documentation takes center stage. Reggio-inspired documentation is a way of visually stabilizing and bringing meaning to experiences, ideas, thoughts and the daily interactions of children and adults (Bonilauri & Rubizzi, 2010; Filippini, Trancossi & Vecchi, 2009; Guidici et al, 2001; Rinaldi, 2006). Collecting research in The School of Inspiration elementary program brings to light the many experiences and possible meanings of Reggio-inspired documentation. The study's participants consist of 2 teachers, 45 children, and me, as a participant researcher, all developing the meaning over time. Utilizing observations, photographs, field notes, journal writing and interviews, I documented this research study over a number of months. During this time, I spent hours in the environment listening, observing and taking photographs and then reflecting back on the experiences. The many experiences developed into three essential themes, transformation and growth, noble lives, and connections. The documentation experiences and the beautiful representations of learning and relationships built layers and moments that scaffold upon each other. A deeper look inside these experiences revealed how each child and teacher fostered a relationship with documentation carefully considering their daily reflection. Reflection led to implications for possible futures in elementary education such as maintaining intentional reflection, developing an academic journey and designing and fostering group identity.

Due to the ever growing numbers of immigrants entering this country, school districts are faced with ever greater challenges for educating newly arrived immigrant students. Often these students arrive with little to no English ability and little to no school experience. Several educational program models, including ESL and bilingual education, have been popularized in school districts experiencing immigrant population growth. Recently, a supplemental model, the newcomer center/program, has gained popularity. The newcomer model seeks to educate and nurture newly arrived immigrant students with little to no English ability in the social and school expectations of the United States. Due to difficulties in conducting research and the relative newness of the program, there is a lack of quantitative research on the effectiveness of the newcomer model. The purpose of this study was to examine the effectiveness of the newcomer program in one city school district by comparing students who had completed the newcomer program to students who had been unable to attend and were instead directly mainstreamed into their regular assigned schools. The study used a questionnaire design in which the mainstream teachers were asked to rate the students using a Likert scale. Students were rated on their social and school adjustment. In addition to comparing students by program model group (newcomer and pre-beginner), statistical analyses were also used to determine any possible differences among gender, language groups and student ages. Although no significant difference was found between the group of students who successfully completed the newcomer program and the group of students who were directly mainstreamed, there were a few significant findings among gender, age and language comparisons.

The purpose of this study was to explore the factors that influence the ability of teachers and administrators to use data obtained from a data warehouse to inform instruction. The mixed methods study was guided by the following questions: 1) What data warehouse application features affect the ability of an educator to effectively use the application for data driven decision making? 2) What sorts of training or professional development and workplace norms are needed to help educators use data warehouse applications more effectively? 3) How do differences in leadership affect an organization's use of data warehouse applications? 4) What, if any, impact has the use of data warehouse applications had on instructional strategies and student performance? Forty-five teachers and administrators completed the survey. A focus group of four administrators and interviews with four teachers provided qualitative data. Descriptive statistics were used to analyze the quantitative data. The qualitative data was coded in several cycles to determine common themes. The results from the qualitative and quantitative data were then compared to determine areas of similarities and differences. The factors that influenced an educator's ability to use a data warehouse application to inform instruction included ease of use of the application, access to student data in a timely manner, and the ability to view data on individual students and small groups of students. The type of data most useful to the participants was summative and formative assessment data. Training and workplace norms influenced the use of the application. The more training received, the easier the educators found the application was to use. Dedicated time to review data and the opportunity to collaborate with colleagues also enhanced the ability of educators to use the application to inform instruction. Educators who thought the use of the application was important to building and district level administrators tended to use the application more frequently. Based on the educator's perceptions, the use of the data warehouse application appeared to have some impact on influencing changes in instructional strategies. Any changes in student performance were attributed to the changes in instructional strategies. Two unexpected findings emerged from this study. The ability to use technology affected an educator���s use of the data warehouse application. A greater comfort level with the use of technology in general was attributed to greater use of the application. Finally, educators needed to have sufficient skills in the use of data in the data driven decision making process to successfully implement the use of the data warehouse application. / Graduation date: 2013

vii, 122 p. : ill. / High school student activism at Chemawa Indian School, a Native American boarding school in Oregon, transformed the curriculum, policies, and student life at Chemawa. Historians have neglected post-WWII boarding school stories, yet both the historical continuities and changes in boarding school life are significant. Using the student newspaper, the <italic>Chemawa American,</italic> I argue that during the 1960s, Chemawa continued to encourage Christianity, relegate heritage to safety zones, and rely on student labor to sustain the school. In the 1970s, Chemawa students, in part influenced by the Indian Student Bill of Rights, brought self-determination to Chemawa. Students organized clubs exploring Navajo, Alaskan, and Northwest Indian cultures and heritages. They were empowered to change rules such as the dress code provision dictating the length of hair. When the federal government threatened to close Chemawa many students fought to keep their school open even in the face of rapidly declining enrollment rates. / Committee in charge: Dr. Ellen Herman, Chairperson; Dr. Jeffery Ostler, Member; Dr. Brian Klopotek, Member