This study focused on a historic, descriptive analysis of the process by which properly designed and implemented staff development programs can lead teachers to seek empowerment in school settings, and also subsequently provide a supportive environment for continuing empowerment efforts. Teacher empowerment embodies the belief that teachers are professionals in the full sense of the word, and that as professionals, they deserve to share responsibly in decisions which affect their daily work lives and their careers as educators. The literature suggests that although most teacher inservice programs are designed specifically to develop new teaching skills or curricula, other positive outcomes involving changes in teachers' attitudes, beliefs, and in the school climate may also grow from participation in such programs. It also suggests that such changes in teachers' attitudes, beliefs, self-esteem, perceptions, and work environments are crucial ingredients of successful teacher empowerment efforts. Twelve participants in the Westport, MA inservice offerings during the years from 1982-1989 were studied using Qualitative Research methodology, including in-depth, semi-structured interviews, an open-ended questionnaire, field observations, and analysis of related documents. The major purpose of the study was to identify positive outcomes of the evolving professional development program and its role in creating the environmental conditions conducive to participation in the Carnegie School Program for teacher empowerment. Data gathered in this study indicated that positive attitudinal changes occurred with many participants in the areas of self-image and motivation. Teachers reported that sharing decisions about the content and delivery of inservice training led them toward increased participation in other teacher empowerment initiatives. The results of the study demonstrate a congruence between carefully designed staff development programs and subsequent teacher empowerment efforts. The underlying evidence that a school which uses staff development programming to foster an environment conducive to teacher empowerment has strong potential for success in educational reform and restructuring efforts was confirmed.

The major purpose of the study was to describe the perceptions of teachers toward a teacher evaluation process used in the Silver Lake Regional Schools. Specific topics investigated were the importance of pre and post conferences, the effectiveness of teacher evaluation in improving instruction and the difference of opinion concerning teacher evaluation between teachers with more than ten years experience and those with less than ten years experience. Respondents were the thirty-one (31) English and Reading teachers employed by the Silver Lake Regional Schools during the 1989-1990 school year. Two survey questionnaires containing a total of eighty-one (81) statements were completed by each teacher. A statistical analysis of the survey questionnaires was completed. Frequency distributions were calculated to describe the responses of the teachers toward each statement. The chi-square test was used to determine if there was a significant difference in response between the two groups of teachers. The study also included two in-depth private interviews with nine teachers. The results of the interviews were used to complement and supplement data obtained from the survey questionnaires. The findings revealed that teachers are in favor of teacher evaluation and believe that it can help to improve instruction. They have positive feelings regarding the importance of pre and post conferences and are receptive to specific suggestions from the evaluator to improve instruction. The majority of teachers feel that the new method of teacher evaluation used at Silver Lake is far superior to the previous checklist approach and that it is an effective approach to teacher evaluation. The findings also revealed that, on the major issues concerning teacher evaluation, there was no significant difference of opinion between the veteran and the newer teachers. Teachers feel that evaluation is a necessary process which provides for teacher growth, improvement and accountability. They are of the opinion that teaching can be improved by effective evaluation and regard the evaluator's skill and attitude as critical to the process. The new process and instrument for teacher evaluation at Silver Lake has had a positive effect on the attitude and on the instructional effectiveness of teachers.

The purpose of this study was to conduct field research to analyze actual outcomes for students with moderate to severe disabilities educated in regular educational settings. This study sought to determine if students with moderate to severe disabilities were successful after implementation of an inclusive model. Both qualitative and quantitative methods were applied in this study. A modified case study design was used including interviews, observations, questionnaires, record analyses, and surveys. The results indicated that the four cases represent an overall successful program model with individual variations. Students achieved the highest rate of success as measured by the Individualized Education Program (IEP) progress, grades, and parent satisfaction. All four cases demonstrate the need for more peer friendships that carry over into after-school life. Definitions of student success varied across the groups surveyed. Over 75% of teachers surveyed felt that students in this study could be successfully integrated; yet only 45% actually felt successful. The most important three conditions teachers needed for teachers to feel successful were extra time for consultation, curriculum adaptation, and individualizing instruction. Teachers rated staff expertise, administrative commitment, and flexibility of professionals as most supportive of successful integration. Teachers felt that paid summer time and release time were least supportive of integration efforts. In spite of the positive findings, 53% of these teachers preferred a pull-out model of instruction. Parents were split more evenly between pull-out and inclusive models. Three of the four case study students and all of the peers interviewed chose an inclusive educational setting. Results of this study suggest that the school day needs to be reorganized to allow teachers more time to collaborate and plan. The role of individual aides for students with moderate to severe disabilities should be carefully reviewed and defined. Definitions of student's success should be clearly established. Special education documents such as the Individual Education Plan (IEP) and progress report need stable formats in order to perform longitudinal studies of student's success.

<p> Academic and behavioral success in middle school is a predictor of academic and behavioral success in high school. How best to provide a developmentally responsive education to students at the middle level is a challenge that American educators and policymakers need to address (Jackson et al., 2000). This case study provides an understanding of the unique organizational structures and school culture that contributed to a diverse school&rsquo;s fostering and sustaining the goals of a middle school reform initiative designed to contribute to students&rsquo; academic and behavioral success. </p><p> Once a low-performing school with high disciplinary referrals, Crossroads Middle School is now considered exemplary because of high ratings on district climate surveys and success in increasing student achievement for all student groups since implementation of the reform strategy. Notably, during the reform implementation, three principals led the school. Given this leadership turnover, the school&rsquo;s success cannot be attributed to one charismatic leader, but rather the organizational culture fostered by the instructional leadership team. Data include interviews with 19 past and present members of the instructional leadership team, meeting observations, and reviews of school documents and artifacts. This exemplary case study reveals the shared norms, values, and beliefs developed over time by the leadership team members as they designed and implemented the structures, policies, and practices needed to foster the goals of the reform. </p><p> Crossroads had and continues to have a student population that mirrors the demographics of its large diverse district. This diversity contributes to the relevancy of the findings for other school leaders in districts that have diverse student populations and who seek to improve middle level education. The results of this study may inform district leaders and school-based staff seeking to adopt a middle school model uniquely suited to developing middle school students, and seeking to develop a staff with skill sets unique to teaching students at the middle school level.</p>

The study is concerned with the education system of Botswana after independence. This period starts from the 30th September 1966, when Botswana became independent up to the present moment. Since then the education system has undergone many changes. Consequently the focus is on the nature and impact of these changes. The study identifies changes which took place with regard to the Education System of Botswana since independence as far as meeting the minimum requirements of education of developing countries are concerned. The minimum requirements that the education systems of developing countries, must meet are discussed according to the four central components of the education systems, viz. the education system policy, education system administration, structure for teaching and support services. After introducing the problem statement and background in the introductory chapter, the minimum requirements of education systems in developing countries are discussed in Chapter 2. Chapter 3 then deals with a historical perspective on the education system of Botswana before independence, concentrating on the different historical periods associated with educational development up to independence day. The study then discusses the determinants of the education system of Botswana after independence in Chapter 4, focussing on the particular factors influencing the Botswana education system. Finally, Chapter 5 evaluates the level to which the education system policy and education system administration of the education system of Botswana meet the minimum requirements of the education systems of developing countries, while Chapter 6 evaluates the level to which the structure for teaching and support services meet the minimum requirements of the education systems of developing countries. In general, the evaluation indicates that the education system of Botswana has undergone many positive changes and that the Botswana education system compares favourably with the minimum requirements expected of the education systems of developing countries. / Skripsie (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1997

This study explores the relationship between diversity within executive decision-making teams at institutions of higher education and their propensity for strategic change. Previous research in the areas of strategic change, group decision making, and higher education was drawn from in this study. Statistically significant relationships were discovered the demographic background of executive decision-making teams at public colleges and universities, as measured by both the pursuit of new degree and certificate program offerings and multiple measures of student retention. The results also indicated the presence of an insufficiently diverse pool of potential executives for colleges and universities to draw from.

<p> This qualitative single case study is designed to address the prevalent issues of disproportional disciplinary actions with African-American males. This study investigates whether culture intersects motives such as race and class privilege when perceptions lead the decision for exclusion and other disciplinary actions with African-American men in an alternative middle school. Numerous studies support the findings suggesting African-American males face discipline more often than any other group of students in schools. Consequently, these students receive alternative middle school placement as punishment and that may be the result of perceptions from other key stakeholders involved with metering out these disciplinary actions. To test this idea of unfair disciplinary actions this study uses qualitative single case design because the results may provide dialogue and opinions that otherwise would not surface. Qualitative research is well suited because it encompasses interviews and interview data. The targeted population consisted of African-American males, teachers, administrators, and other academic stakeholders at an alternative middle school in Little Rock, Arkansas. This research investigates the students' behavior and teachers' control beliefs as those factors correlate with perceptions of the diverse culture that defines African-American males. The investigation purposefully uses CRT because this theoretic framework has been proven to challenge, disclose, and change attitudes regarding race relationships in America. Using CRT as a framework, to review literature, provides a point of reference that links the history and matters of race relations to the present situations with African-American males at an alternative middle school.</p>

The purpose of this study is to determine the soundness of the graduate educational-administration programs in the leading colleges and universities of Texas, Oklahoma, Arkansas, Colorado, and New Mexico, in the light of criteria derived from psychologies of learning, and the etiologies of desirable traits such as leadership. A second purpose for setting up such criteria is to have a basis from which to draw recommendations and suggestions for improvement.

<p> The problem that undergirds this study is the communication and understanding gap that exists between parents of Long Term English Language Learners (LTELL) and educational institutions. The purpose of this qualitative study was to uncover what Latino parents of LTELLs understood about their children&rsquo;s language development as well as their academic standing. Using focus groups and interviews, the study examined how five parents of LTELL students communicated with their children&rsquo;s schools and what understanding they held about the educational programs and policies in the district. The study included gathering parents&rsquo; ideas for how to improve the current system of communication between parents of LTELLs and the schools. </p><p> By exploring parents perceptions, through counter-story telling, of what was communicated to them about their children&rsquo;s linguistic progress and academic placement, they made sense of current practices and determined future expectations between them and the school. Additionally, the study helped parents understand the academic trajectory and linguistic development of their children and the impact they can create by having their voices heard. </p><p> The analysis revealed four overarching themes. First, parents moved to the U.S. because they <i>desired for a better future</i> for their children. Second, the notion of <i>education versus la educaci&oacute;n </i> was explored, where parents expressed cultural and linguistic teaching expectations at home and at school. Third was the theme of <i>self-blame, </i> where parents tended to blame themselves, rather than the system, for their children&rsquo;s lack of language proficiency. Finally, parents highlighted <i>communication,</i> which they described as the core cultural and linguistic barrier at home and school. </p><p> Although the parents of LTELLs may unintentionally experience being uniformed and overlooked, they are highly concerned about their children&rsquo;s English language proficiency and academic placement. Their collective voices expressed the hope for a good education leading to a successful future.</p>

The purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated Postsecondary Data System. Student and institutional variables were analyzed using descriptive statistics, independent samples t-tests, analysis of variance, and regression analyses. Results indicated that student and institutional characteristics can be used to significantly predict graduation rate at nonresidential institutions with student variables yielding greater predictive power than institutional variables. As well, residential status was found to moderate the relationship between undergraduate enrollment and graduation rate. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection