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<p> This study examines how the state and federal courts have made decisions regarding public school students&rsquo; Fourth and Fifth Amendment rights in 105 cases during the years 2004 to 2015 when school resource officers were involved. Since the Supreme Court&rsquo;s decision in <i>New Jersey v. T.L.O.</i> (1985), the requirement of only reasonable suspicion, as opposed to the more stringent Constitutional standard of probable cause in school searches and seizures, has resulted in conflicting decisions how school resource officers should work with school officials. This research found that both state and federal courts tend to decide for the school rather than the student in these types of incidents except in cases of egregious violations of students&rsquo; rights and dignity. The number and the nature of court cases suggest the need for improved training and communication among students, school personnel and school resource officers.</p>

<p> In this thesis, I examine how postmodern notions of space and place may shed light on legal controversies regarding cyberbullying behavior in lower courts. Using the theories of Michel de Certeau, I argue that rhetorically intervening in these controversies by way of thinking through space and place not as geographic locations, but rather as relational and communicative concepts, may clarify some of the issues school administrators and courts run into when trying to regulate cyberbullying speech. I propose a set of standards for regulating some forms of cyberbullying speech that should not encroach upon students&rsquo; First Amendment rights to political speech.</p>

<p> This qualitative study explored the implementation of Washington State&rsquo;s Teacher Principal Evaluation Program in one school district. Previously determined locally, the new evaluation system was a state mandated reform implemented during the 2013&ndash;2014 school year. This research was guided by four research questions based on the theoretical framework communities of practice. The research questions examined participants&rsquo; description of the practice of the new evaluation, opportunities for mutual engagement, boundary objects, and brokers. </p><p> Using case study methodology, the four cases were consisted of two middle school and two high school teachers in The Westish School District*. Using Wenger&rsquo;s Communities of Practice as the theoretical framework, the study focused on how teachers described opportunities for mutual engagement, brokers, and boundary objects. The study included qualitative data from in-depth interviews, surveys, and documents. </p><p> Data analysis supported five themes: 1) Occupational intensification; 2) Validity and authenticity concerns; 3) Protection of self; 4) Inadequate boundary objects; and 5) Insufficient feedback from brokers. The findings from the research show participants entered into the new evaluation system with a positive outlook, yet describe negative experiences completing the evaluation. The study illustrates the importance of teacher and administrator collaboration and sheds light on how teachers mediate their effectiveness through administrator feedback. Findings and implications provide insight into how using best practices in teaching as a guide can be used to effectively implement education reforms that necessitate teacher action to be effective. </p><p> *all identifiers have been replaced with pseudonyms</p>

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