<p> The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by Alaska's accountability system. The 2 research questions were: (a) To what extent, if at all, is there a relationship between student performance on the R-CBM tools administered in Grades 3, 4, and 5 in the fall, winter, and spring and student performance on the Alaska SBA administered in the spring of the same school year in the SSD? (b) To what extent, if at all, can cut scores be derived for each of the 3 R-CBM testing windows in the fall, winter, and spring that predict success on the Alaska SBA administered in the spring of the same school year in the SSD? The Study School District (SSD) served approximately 9,500 students, with 14% of students eligible for special education services. The enrollment was 81% Caucasian, 10% Alaska Native, 3% Hispanic, 3% multiethnic, and 4% as the total of American Indian, Asian, Black, and Native Hawaiian/Pacific Islander. The sample was 3rd (<i>n</i> = 472), 4th (<i>n</i> = 435), and 5th (<i>n</i> = 517) graders and consisted of all students with an Alaska SBA score and an R-CBM score for each of the 3 administrations of the R-CBM used in the 2009-2010 (FY10) and 2010-2011 (FY11) years. Pearson correlations were significant between R-CBM scores across 3rd, 4th, and 5th grades and the same grade Alaska SBA scores for FY10 data, <i>r</i> = .689 to <i>r</i> = .728, <i>p</i> &lt; .01. A test of the full model with R-CBM as predictor against a constant-only model was statistically reliable, <i>p</i> &lt; .001. The R-CBM reliably distinguished between passing and failing the Alaska SBA for students in Grades 3 through 5. Criterion validity of the cut scores was ascertained by applying scores to the FY11 data and yielded adequate levels of sensitivity from 49% to 88% while specificity levels ranged from 89% to 97%.</p>

<p> A college education is, for many in America, part and parcel of the American Dream, and is certainly achievable. For countless reasons, students may enroll at community colleges underprepared, unprepared, anxious, and destined for a high risk of failure. Although community colleges are higher education institutions open and accessible to all who want to pursue an education, some degree programs are selective enrollment programs, such as nursing. Considering the stringent admission criteria and rigors of an associate degree in nursing (ADN) program, few are admitted. However, due to the pending shortage of registered nurses, assistance programs to help high risk nursing students succeed in school and pass their licensure exams to become RNs are needed for the future of the profession. </p><p> The purpose of this exploratory study is to identify factors of the successful Gateway/HRNS program embedded in the community college Associate Degree in Nursing program that fostered student retention, graduation and passing of the NCLEX-RN licensure exam on the first attempt. A qualitative case study methodology was utilized for this comprehensive program evaluation of one very successful ADN nursing program in a Midwest community college. Interviews of graduates of this high risk nursing program, focus groups of faculty teaching in the program, and archival and current document analysis were used to determined program factors that have helped high risk students over the past twenty years to succeed and become licensed, employed RNs. </p><p> Findings revealed that students and faculty highly valued three components of the high risk nursing student assistance program. These components were a) a pre-nursing summer introduction to nursing component comprised of many small courses; b) a mid-curricular second summer LPN option component; and c) regularly-scheduled weekly tutoring sessions throughout the two years of the ADN program. The most valued experience, according to program graduates, was the mid-curricular LPN Option course, which is mandatory for these high risk students and optional for other nursing students. It was felt this second summer component in the assistance program helped students to integrate nursing theory coursework and clinical which provided a substantial benefit as they entered their final year of the ADN program. </p><p> As a result of this study's findings, the O'Sullivan Strive to Thrive (S2T) Model for Student Success was developed to enable community college nursing leaders to develop assistance programs for high risk nursing students. There are eight steps in the Strive to Thrive (S2T) Model, designed to help ADN leaders and faculty promote and orchestrate the successful persistence and graduation of high risk students. Also included are directions for each of the steps as well as corresponding useful forms. This model to plan and design assistance programs for high risk students can be adapted by nursing department leaders in community colleges, as well as other nursing program venues and degree programs.</p>

<p>Research on writing proficiency from elementary students through undergraduates is prevalent; however, few focused on students in graduate school. Few teacher education programs require specific coursework in writing for teacher certification. Yet, teacher educators express concern about teacher candidates' writing proficiencies. Writing may not be explicitly taught, such as in graduate school or doctoral coursework, because professors assume students already have these skills. Writing is something writers are always learning to do, yet scholarly writing is not included as a learning objective throughout the doctoral coursework at Sibley University, at the time of this study. Sibley University is the pseudonym used for the university referenced throughout the dissertation. The purpose of the exploratory research was to gain a deeper understanding of measurable and perceived changes throughout the dissertation writing process, and possibly uncover information that faculty could use to improve the doctoral students' writings. Data from the study will provide Sibley University's EdD program's structure comparative completion data for benchmarking purposes. </p><p> The study consisted of participants from Sibley University's May 2011 EdD graduates, five EdD students who defended their dissertation between May of 2011 and December of 2011, and four students who defended in spring of 2012, a convenient sample. Seventeen participants agreed to a 19-question, taped interview; one of the 17 failed to submit drafts of writings. An additional four participants submitted the required writings but, due to time constraints, were not interviewed. Seventeen participants were interviewed and 20 submitted writings for data analysis, with a gender breakdown of 85% female, and 15% male. </p><p> An ANOVA for the difference in the means was run on average characters per word, average words per paragraph, average sentences per paragraph, and percentage of passive sentences for each draft of the dissertation from the identified four data points. The steps used in analyzing the qualitative data gathered from the participants' retrospective interview transcripts included: highlighted chunks of significant information on each transcript, highlighted segment a two to three word description (code), and sorted all segments by meaning. The ANOVA analysis does not support a significant difference in average of variables analyzed when comparing documents, at the 95% confidence level. Yet, doctoral students perceived their writing had improved throughout the dissertation process. </p>

<p> This research study employed a mixed method sequential approach and investigated the number of Schools of Medicine within the United States that offer health literacy as a component of their curriculum and a course of study within the academic setting. Data were gathered from medical school surveys and personal interviews. Curriculum content, learning objective, subject matter sequence, assessment, course schedule, and other relevant elements were evaluated as comparison components of the data collected from these two methods. This study focused solely on 71 of the 154 Schools of Medicine in the United States, inclusive of 126 of those awarding a Doctor of Medicine degree and 28 which offer a Doctor of Osteopathic Medicine degree. The study evaluated the status of the nation's effort to promote health literacy by adding courses in health literacy to medical school curriculum. </p><p> Surveys indicated evidence of a health literacy component in medical school curriculum, that the promotion of health literacy curriculum was being introduced to medical students during the first year of training, and a requirement for medical students years one through four, data revealed health literacy as a major concern within the U.S., and that both students and administrators were aware of the importance of the promotion of health literacy within medical school training. Use of telephonic interview for the qualitative portion of this research was employed to obtain factual information and to pursue in-depth information regarding the integration of health literacy curriculum in medical school training. Results from this segment of the research interview were used to facilitate both comparison and analysis points. Positive responses for this segment supported the findings of the descriptive quantitative results, yielding similar responses. Medical schools, or other health care training institutes considering implementing or expanding their curriculum, would benefit from this research in their efforts to address health literacy concerns.</p>

<p> Research on school leadership speaks to the importance of evaluating school administrators. Evidence suggests that involving school leaders in the design of the evaluation process as well as including feedback from stakeholders in the school community as part of the evaluation process can positively impact administrators' professional practice. Effective assessment supports the continued development and growth of school leaders. </p><p> In the local archdiocese the pastor evaluates the parish school administrator, using a standard form based on the job description and issued by the superintendent's office. The same self-evaluation is completed by the principal and discussed with the pastor. Since the pastor is typically not an educator, questions arise about the accuracy and usefulness of the data generated by the evaluation. These questions lead to discussions about the efficacy of the process and generate ideas for improvement and a willingness to effect change. </p><p> This dissertation study seeks to identify perceptions of Catholic elementary school principals about the current evaluation process in their diocese, exposes administrators to research into best practice in leadership evaluation, and shows how these principals collaboratively designed an evaluation tool and process. This action research process tracked changes in attitudes and beliefs about effective evaluation that occurred as the administrators designed a new tool and method for potential implementation in their diocese. Trends were identified and coded utilizing the research questions and the theoretical framework of Organization Governance, Leadership Theory, Evaluation Theory and Change Theory. This qualitative research study adds administrator voices to the developing professional dialogue about effective leadership evaluation. </p>

<p> No matter how well an educator evaluation system is designed, it can only be as effective as those who are actually implementing it in the trenches (Stronge, 1993). Unfortunately, many educational reforms at the school level have entirely failed or have failed to be implemented as designed. While much of the current educator evaluation research is focused on the perceptions of school principals and teacher perceptions of how the evaluation system has impacted student learning, "it is important to consider the faculty's perceptions of the evaluation system and their opinion of instructional leadership in their building" (Batchelor, 2008, p.22). </p><p> This study addressed the following main research questions: What is the relationship of the leadership dimensions of vision, support, structure, and trust on charter school teacher attitudes toward the implementation of the Rhode Island Model of the Educator Evaluation System? What do teachers perceive as the factors that contribute to teachers' attitudes toward the implementation of the Rhode Island Model of the Educator Evaluation System in relation to leadership? </p><p> Both quantitative and qualitative approaches were used sequentially in this mixed methods study that examined charter school teachers' attitudes toward the implementation of the Rhode Island model of the Educator Evaluation System. The population sampled was Rhode Island grade 6 - 12 Charter School teachers. The entire population was sampled for the online questionnaire, while a sample of those who completed the survey and volunteered were selected to participate in the focus group. </p><p> Survey respondents perceive support, structure, and trust as having a significant correlation with teacher attitude towards the implementation of the Rhode Island Model of the Educator Evaluation System; trust and support explained 72% of the variance. Focus group participants reported that alignment of visions, clarity, transparency, and a small school setting, were factors that contributed to their attitudes toward the implementation of the Rhode Island Model of the Educator Evaluation System. </p><p> The findings of this study could help several stakeholders in the implementation and sustained use of the Rhode Island Model of the Educator Evaluation System: school level leadership, district level leadership, and state level leadership. </p>

<p> In the United States, K-12-12 online schools are growing, but research on the topic is limited. The purpose of this quantitative, correlational study was to determine if there was a relationship between teacher perceptions of the Effective Schools Correlates and student achievement within two South Carolina online high schools. The independent variable was the Effective Schools correlates, and the dependent variable was the academic achievement of students. The Effective Schools Model provided the theoretical basis for this study because of the documented effectiveness of this model within traditional brick-and-mortar schools. The Effective Schools Survey was used to collect data by measuring South Carolina online high school teacher perceptions of the presence of the Effective Schools correlates. Archival standardized test data of grade 9-12 online students were collected from the South Carolina Department of Education to measure the dependent variables. Findings revealed few statistically significantly relationships between the Effective Schools correlates and student achievement. The findings of this study may interest educational leaders as they seek to identify specific factors or create models to effectively assess teaching and learning within online education.</p>

<p> Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools. </p><p> This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The <i>Alternative High School Program Evaluation Toolkit</i> was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation. </p><p> The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&amp;D) Cycle. The product of the R&amp;D Cycle was the <i>Alternative High School Program Evaluation Toolkit</i> and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.</p>

<p> This mixed-methods case study determined the factors and examined the issues associated with student retention at a faith-based independent day school in southwestern United States of America. The data included online surveys, personal interviews, collection of archival information, and the researcher's extensive field notes. Surveys (530) were distributed to the board of trustees, administration, faculty, parents, and other stakeholders. Current parents responded to the survey at 71.5%, faculty responded at 47.8%, and board members responded, at 27%. Therefore, parents comprised the largest percentage of respondents by constituency to the survey. To gather more in-depth perceptions, 21 personal interviewees were purposely identified to equally represent the school's 5 groups of stakeholders. These semi-structured long interviews were conducted by the researcher and a trained assistant. The researchers' extensive notes across the year, and archival data portraying the school since its inception secured significant information to support valid results.</p><p> The first research question focused on factors stakeholders perceived were important to retention. Based upon the results of this study, a model noting the 5 factors that affect retention at faith-based independent schools was developed. These 5 factors were identified: positive relationships, affordability, clear communication, action plan for retention, and living the school mission. Positive relationships among the stakeholders were an overarching theme. The mission of the school--the focus on a balance of high quality general studies, faith-based curriculum, values and culture--was an essential factor in student retention Stakeholders perceived a need for better marketing and recruiting throughout fifth grade. Stakeholders were also concerned about affordability xiv and perceive a need for financial aid as an issue in retention. The school administration needs focus on improving positive communication. </p><p> The second research question asked stakeholders to list perceived issues that relate to retention. Based on the results of this study the predominant issues are: relationship building by administration, fine tuning communication from administration to the school community, finding the right balance between faith based and academic curriculum, exclusivity versus inclusivity of non-Jewish students, tuition support, recruiting throughout the grade levels, and improving the school's marketing strategy.</p>

<p>The state of Missouri has recently adopted new standards for educators. This study examines the perceptions of teachers in one Midwest school district relative to the current teacher evaluation system used in the district as well as a new model of teacher evaluation connected to Missouri's educator standards. To fully understand the perspective of the teachers, this study incorporates a mixed-methods approach which provides a variety of quantitative and qualitative data for analysis. Using survey data and focus group interview data, this study revealed that teachers perceive limitations associated with the current, more traditional evaluation process. Teachers also understand benefits to the new Missouri model, but also have reservations about its impending implementation. This study provides a number of implications for the district as it moves forward with changing its teacher evaluation process. </p>